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Unit 3.4 Classwork - The Atlantic Slave Trade

Last updated over 1 year ago
17 questions
Note from the author:
Content Objective: I will be able to determine the historical significance of the slave trade and its long-term impact on African countries .
Standard Objective: I will be able to identify explicitly stated central ideas or themes in text.

Absent? Just want to review the slides? Click here.
Content Objective: I will be able to determine the historical significance of the slave trade and its long-term impact on African countries .
Standard Objective: I will be able to identify explicitly stated central ideas or themes in text.

Absent? Just want to review the slides? Click here.

Part One: Learning New Knowledge Through Maps

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Today, we are going to learn about the Atlantic Slave Trade. Start by circling the United States and Africa on the World Map.

Did you know that maps can be redrawn so that the sizes of countries are made bigger or smaller in order to represent something of interest? Such maps are called cartograms and are an effective way to portray data.

Cartograms can be useful visual representations of all kinds of data. For example, this is a cartogram that shows the human population of the countries of the world.
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According to the cartogram of human population, which country has the biggest population?

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This is a cartogram of the world in which the sizes of countries are proportional to _______ which is a measure of how _______ a country and its people are.
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With your group, please...
  • circle the continent of Africa in red
  • circle the country of the United States in blue

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Which area of the world is wealthier?

Explain how you know under "Show Your Work."

What about the rest of the world?! This map shows us the top five countries by GDP in 2021:
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After the United States, which country contributes the most GDP (Gross Domestic Product) to the U.S. economy?

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But take a look at all of the natural resources in Africa! Why, then, do you think Africa still has the poorest countries in the world?

Part Two: How Primary Sources Help Us Understand the Atlantic Slave Trade

Primary Source One

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Have you seen this primary source before?

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I observe...

List any details you see when looking at the image.

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I wonder...

Write down at least one question that you have about the image.

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The _______ refers to the trans-Atlantic sea voyage that brought branded and bound enslaved people to the New World during the Atlantic Slave Trade, also referred to as the triangle slave trade. Death rates ran as high as _______ , and captives were packed tightly into small corridors. For over 300 years, the _______ scattered nearly _______ enslaved people.
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Draw the three parts of the Atlantic Slave Trade. Identify the Middle Passage in green.

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Match Each "Good" Exchanged to the Correct "Leg" of the Triangle Trade.

  • Raw Materials ↔ Manufactured Goods [Made Products]
  • Alcohol & Guns ↔ Enslaved People
  • Enslaved People on the Middle Passage
  • Part 1: Europe → Africa
  • Part 2: Africa → The Americas
  • Part 3: The Americas→ Europe

Part Three: How Secondary Sources Help Us Understand the Atlantic Slave Trade

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Secondary Source One: Time-lapse of slave ships over the centuries

After watching the time-lapse, what is one piece of information you can gather from this secondary source? What is one question you still have about the Atlantic Slave Trade?

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Secondary Source Two: Historically Accurate 3D Model

After watching the 3D slave ship model, what is one fact from the video that was most shocking to you?

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Please rate how well you understand the content of this lesson.

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Optional: Do you have any questions about the content you learned that you would like answered?