Subjects & Disciplines
- Evaluate information provided in images, videos, and text to explain how it contributes to the lives of enslaved persons in the past and people today.
- Provide reasoning and evidence when developing answers to open-ended questions.
- Actively participate in a discussion using evidence about historical events and multimedia resources.
- Connect first-person and second-person accounts of historical events to their own lives and the present.
- Understand that archaeologists must provide evidence that findings are authentic before claiming them to be so.
- Decipher dialect and consider the impact of its usage in the sharing of historically and geographically significant stories.
- Understand how the physical and human characteristics of the past can still be connected to the identity and culture of people today.
- Project-based learning
- Guided listening
- Multimedia instruction
21st Century Student Outcomes
- Information, Media, and Technology Skills
- Learning and Innovation Skills
- 21st Century Themes
Critical Thinking Skills
- Geographic Skills
Connections to National Standards, Principles, and Practices
What You’ll Need
The resources are also available at the top of the page.
- Internet Access: Required
- Internet access: Required
- Tech Setup: 1 computer per classroom, 1 computer per learner, Monitor/screen, Projector, Speakers
To participate in a seminar, students should be sitting in a circle or square facing one another. This may require desks to be pushed against the wall and students to sit in chairs or on the floor. It is suggested that they do not have access to anything other than their seminar preparation sheets in order to prevent distractions that may come from other materials.
- Heterogeneous grouping
- Large-group instruction
- Large-group learning
- Small-group learning
- Small-group work
If anxiety prohibits some students from comfortably discussing their responses during the seminar, another student can share their responses or the student can provide his or her written response to the teacher to read aloud. Credit for the idea should be verbally given to the appropriate student.
Steps 3 and 7: Provide students with hearing impairments with a copy of the transcript for the video.
Depending on how familiar the class is with discussions and seminars, students may need additional prompting, wait time, or time to address all of the discussion questions. The teacher may choose to omit several core questions if time is short.
- The transatlantic slave trade was a part of the global slave trade that transported more than 10 million enslaved Africans across the Atlantic Ocean from the 16th century until the early 1800s. Enslaved persons were often used as a manual work force on sugar, tobacco, and cotton plantations. In Africa, the slave trade caused devastation on many fronts. Violence erupted between tribes because of economic incentives that were offered to tribes and warlords in exchange for human cargo. It was difficult for tribes to develop economically or agriculturally because of the decrease in population and fear of captivity and enslavement. Most of the people who were taken captive were young men and women, which meant those left behind were typically too old, disabled, or dependent on others to sustain the African economy. The transatlantic slave trade legally ended for the United States in 1808, but as with most prohibitions, some people continued the practice, ignoring new laws and evading punishment.
- Stories have meaning embedded in the language of different cultural groups and regions. Dialects reflect language diversity and the idea that languages change over time. So, the ways in which people spoke or shared stories in their dialect reflect the geography or region from which they came. Though dialects and languages often get translated to be more easily understood, preserving them is also important.
Recommended Prior Lessons
(1500-1888) exchange of goods and services from Europe and the Americas in exchange for human beings from Africa. Also called the transatlantic slave trade.
organism from whom one is descended.
person who studies cultures and characteristics of communities and civilizations.
study of human history, based on material remains.
material remains of a culture, such as tools, clothing, or food.
real or genuine.
to prohibit or not allow.
captured or enslaved.
children, grandchildren, and other offspring.
distinct variation of a language, usually marked by accents and grammar.
person who is owned by another person or group of people.
trade of people for forced labor or sexual exploitation.
material, ideas, or history passed down or communicated by a person or community from the past.
tall, pole-like structure rising above the top of a ship, where sails and other rigging are held.
study of ancient ship construction and use.
protection from use.
something that is left over.
large sailing vessel with at least two equal-sized masts.
cut a hole through the bottom, deck, or side of a ship.
process and condition of owning another human being or being owned by another human being.
craft for traveling on water, usually larger than a rowboat or skiff.
long journey or trip.
For Further Exploration
Articles & Profiles
- SEARCH Inc.: Archaeological Investigations of 1Ba704, a Nineteenth Century Shipwreck Site in the Mobile River, Baldwin and Mobile Counties, Alabama: Final Report