• Show students this image of the sign marking Africatown and engage students in a three-minute quick write.
• Ask: What do we already know about Africatown and its development from previous activities in this unit? What do you want to know?
• Summarize key student ideas on a KWL chart and post it in a visible location for students to revisit through the remainder of the activity.

2. Prompt students to consider the impact of the Clotilda’s discovery on current citizens of Africatown in order to determine what should become of the Clotilda’s remains.

• Explain to students that the discovery of the Clotilda had an impact on the citizens of Africatown, especially when it came to making decisions about what to do with the Clotilda’s remains. Tell students they will be watching a brief video and reading an article to learn more about the impact on the citizens of Africatown.
• Distribute a copy of the Africatown: A Changed Community worksheet to each student.
• As a class, watch from 1:46 to 5:59 of Finding the Last Slave Ship. Direct students to individually respond to questions on the worksheet while watching the video.
• After watching the video, direct students to read the article Their Ancestors Survived Slavery. Can Their Descendants Save the Town They Built? and continue responding to the questions on the worksheet.
• After reading and answering the questions, direct students to partner up and review their responses with one another. Guide students to focus on how their personal connections to Africatown compare to one another.

3. Engage students in reflection on how Africatown has changed since it was founded, and brainstorm how the story of Africatown and the Clotilda could be shared with others. 

• Conduct a class discussion to review the key points of the Africatown: A Changed Community worksheet.
• Ask the following questions:
• How could a Clotilda exhibit or memorial aid the community in preserving Africatown and its heritage, in spite of difficulties and hardship?
• In what ways could an exhibit or memorial in Africatown counter the effects of industrialism and economic downfall?
• Based on what we’ve seen and read, what values would those from Africatown want this memorial or exhibit to demonstrate? How might the developers go about ensuring it would meet those goals?
• How can knowing the story of their ancestors’ past be important to their present?
• What is the most important thing you would want visitors to the museum or exhibit to know about Africatown by the time they left?
• Wrap up the activity by adding students’ new learning to the last column of the KWL chart (from Step 1) by adding what they have learned.

• Explain to students that they will be working toward creating a museum exhibit.
• Ask students:
• How many of you have been to a museum before?
• What kind of museum was it?
• How was the museum organized?
• What kind of exhibits did you see?
• What do you think goes into planning for a museum display or exhibit?
• Tell students that there is a great deal of planning and consideration that goes into preparing a museum exhibit, especially when handling historical or fragile artifacts and objects. For example, when archaeologists excavated the wreck of a French explorer’s ship, the La Belle, off the coast of Texas, the project took several years and millions of dollars. The wreck’s remains were raised piece by piece and were taken to a lab to preserve those pieces. Museum technicians and archaeologists put the wreck back together at a museum, but the final product was too fragile to travel. However, particular pieces were preserved and were able to travel to other museums on loan and displayed as part of exhibitions.
• Have students read, individually or as a class, this article on Standards for Museum Exhibits Dealing with Historical Subjects. If reading as a class, pause when encountering difficult language to support understanding and to make relevant connections.
• Ask: Why is it important that historical exhibits have standards they must meet?
• As a class, discuss how museums tend to group artifacts and exhibits by a theme, and even sub-themes within larger themes as an organizational tool and to tell a story through the collection.
• Provide students with an example by displaying an image of a museum map to the class, such as the Metropolitan Museum of Art Map, noting how within each major area, such as Arts of Africa, Oceania, and the Americas, there are separate rooms that help to organize the art exhibits even more.

• Distribute the Slavery Exhibit Planner to each student.
• Display the NMAAHC Collections artifact gallery.
• Have students browse the Slavery and Freedom Exhibit of the National Museum of African American History and Culture and select three artifacts that they feel would be grouped together under a particular theme for a mini-exhibit on slavery. 
• If students need other artifacts, demonstrate how to browse the site by using the search feature and typing in “slavery” or selecting different topics within the filters. Click on a displayed artifact to show students how more information is revealed by selecting “view object.”
• Have students complete their Slavery Exhibit Planner based on the artifacts they have selected.

• Have students use the self-evaluation rubric on the Slavery Exhibit Planner worksheet to evaluate how their chosen artifacts work together to create a cohesive exhibit that meets the standards.

• Display the Standards for Museum Exhibits Dealing with Historical Subjects for the class.
• Discuss the value of the standards in their project work, and ask students to identify which of the standards are relevant to the students’ projects.
• Highlight words or phrases they feel are relevant to their work.
• In groups, invite students to write a standard/expectation for their project rubrics that is inspired by the Standards for Museum Exhibits Dealing with Historical Subjects. 
• Have students share their newly defined standard and vote on which to include in the Sunken Slave Ship: Final Project Rubric.