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\n\"Becoming\n\n
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\nLesson Planet Curated\n
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\nBecoming Us: Resistance\n

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\n\nFor Teachers\n\n8th - 12th\n\nStandards\n
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\nThe three case studies in the Becoming Us: Resistance unit module look at the individuals and groups who have resisted the antidemocratic forces of inequality and oppression. The Fighting For Freedom resource has young historians...\n
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\n\n5\nItems in Curriculum Set\n\n
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\n\"Becoming\n\n
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\nLesson Planet Curated\n
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\nBecoming Us\n

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\n\nFor Teachers\n\n8th - 11th\n\nStandards\n
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\nThe mission statement of the National Museum of American History’s Becoming US: Teaching Immigration and Migration History in the 21st Century series is to provide “educational resources for high school teachers and students to learn...\n
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PPT
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\n\"Atlantic\n\n
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\nCurated OER\n
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\nAtlantic Slave Trade\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nThe horrors of the Atlantic slave trade are covered in this presentation. Intended as an accent to a lecture, learners will see images, answer questions, and engage in an activity intended to help them understand the conditions of Middle...\n
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\n\"Voices\n\n
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\nNorth Carolina Consortium for Middle East Studies\n
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\nVoices from the Trans‐Atlantic Slave Trade\n

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\n\nFor Teachers\n\n7th - 8th\n\nStandards\n
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\nYoung historians trace the roots of African slavery and learn about the causes and effects of the Trans-Atlantic slave trade through a PowerPoint presentation and by reading and discussing excerpts from the book Copper Sun.\n
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\n\"Two\n\n
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\nTwo Views of the Slave Ship Brookes\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nActual ship diagrams and a table of voyage data gives young historians an authentic glimpse of on-board experiences during the Atlantic Slave Trade. The class examines a projected diagram of the slave ship Brooks, recording thoughts....\n
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\n\"Writing\n\n
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\nWriting in First Person about the Atlantic Slave Trade Lesson Plan\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents investigate the Atlantic slave trade. In this slavery activity, students watch \"Slavery, Society, and Apartheid,\" as well as \"Slave Ship.\" Students discuss the information presented in the videos, especially St. John's Revolt....\n
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\n\"The\n\n
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\nThe 1808 Slave Trade Abolition Deadline\n

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\n\nFor Teachers\n\n11th - Higher Ed\n
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\nYoung scholars study the trans-Atlantic Slave trade. In this slave trade lesson, students study the Constitutional Convention Notes and the impact on United States slavery. Young scholars research the slave trade database and other...\n
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\n\"Spirits\n\n
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\nSmithsonian Institution\n
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\nSpirits Across the Ocean: Yoruban and Dahomean Cultures in the Caribbean Brought by the Slave Trade\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nMuch of Latin American music owes its origins to the slave trade. Peoples from the Yoruban and Dahomean cultures brought with them the distinctive rhythms, time signatures, and eighth note patterns that now characterize Caribbean music....\n
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\n\"Comparing\n\n
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\nCarolina K-12\n
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\nComparing Slave Trades: A Study of the Transatlantic and Trans-Saharan Slave Trades\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nWhile most people are familiar with the transatlantic slave trade, there is less knowledge of another major external African slave trade in world history: the trans-Saharan slave trade. Pupils work in groups to read informational texts...\n
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eBook
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\n\"U.S.\n\n
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\nRice University\n
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\nU.S. History\n

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\n\nFor Students\n\n9th - Higher Ed\n
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\nHow did the discovery of the Americas change the world? A US history textbook covers topics such as the Americas, changes in European society, and the trans-Atlantic slave trade. Young academics also complete the assessment included in...\n
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Lesson Plan
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\n\"Streams\n\n
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\nCurated OER\n
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\nStreams of Time Lesson Plan: Visually Organizing the History of the Atlantic Slave Trade\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents read, The Transatlantic Slave Trade, and then in teams, focus on one section of the essay. They write down key events and dates, with a brief description of each, and organize it chronologically onto a timeline.\n
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Worksheet
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\n\"Stowage\n\n
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\nCurated OER\n
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\nStowage of the British slave ship Brookes under the Regulated Slave Trade Act of 1788\n

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\n\nFor Students\n\n8th - 12th\n
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\nIn this primary source analysis worksheet, students analyze the diagram of regulated slave trade cargo. Students respond to 2 short answer questions about the diagram.\n
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Organizer
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\n\"Excerpt\n\n
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\nCurated OER\n
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\nExcerpt from Eyewitness Accounts of Slavery in the Danish West Indies\"\n

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\n\nFor Students\n\n7th - 12th\n
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\nUse the power of primary sources to help young historians understand the conditions Africans endured while being shipped during the slave trade. After reading an excerpt from Eyewitness Accounts of Slavery in the Danish West Indies,...\n
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\n\"African\n\n
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\nCurated OER\n
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\nAfrican Slaves in Haiti\n

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\nSixth graders examine how Africans were treated in the Caribbean and Haiti after reading about the Atlantic Slave Trade. From a multicultural information passage, they complete a time line on Toussiant L-Ouverture and write an obituary.\n
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\n\"Finding\n\n
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\nFinding Historical Evidence: David Brion Davis\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nLearners study the Tran-Atlantic Slave Trade and learn to evaluate historical arguments. In this slave trade lesson, students read about the Atlantic Slave System. Learners take notes on slave trade and make a timeline for the...\n
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\n\"Braiding\n\n
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\nSmithsonian Institution\n
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\nBraiding Rhythms: The Role of Bell Patterns in West African and Afro-Caribbean Music\n

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\n\nFor Teachers\n\n9th - Higher Ed\n
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\nAfricans transported to the Caribbean as part of the transatlantic slave trade brought with them a rich tradition of music and dance. Four lessons teach young musicians the rumba clave rhythm, cascara rhythm, and the 6/8 bell patterns...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Countries of Slave Trade\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents create graphs, routes, and write an essay based on their research of the slave trade. In this slave trade lesson plan, students research the Middle Passage and how slave trade happened in the United States.\n
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\n\"Teaching\n\n
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\nSouthern Poverty Law Center\n
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\nTeaching Hard History: A Framework for Teaching American Slavery\n

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\n\nFor Teachers\n\n8th - 12th\n\nStandards\n
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\nPupils investigate American slavery from colonial times through the Civil War. They incorporate primary sources, video clips, and firsthand accounts to understand how the slavery issue gripped the nation. Essays, presentations, and...\n
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Lesson Plan
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\n\"Streams\n\n
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\nCurated OER\n
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\nStreams of Time Lesson Plan: Visually Organizing the History of the Atlantic Slave Trade\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents, after reading the Transatllantic Slave Trade, create a color coded triple-timeline to help them explain the chronological streams that flow through the essay.\n
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\n\"Colonialism\n\n
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\nCarolina K-12\n
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\nColonialism and American Foundations Sample Test Questions\n

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\n\nFor Students\n\n8th - 10th\n\nStandards\n
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\nWhat was the main cause of European colonization in America? How did Thomas Paine's Common Sense play a role in the establishment of the United States? What was the trans-Atlantic slave trade? These are just a few of the many questions...\n
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\n\"Legacies\n\n
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\nLegacies of the Middle Passage\n

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\n\nFor Teachers\n\n6th - 7th\n
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\nStudents research the Atlantic slave trade during the 18th century. In this slave trade lesson, students read a narrative about colonial expansion in the Americas and the rise of slavery in the United States. Students write down what...\n
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\n\"Many\n\n
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\nMany Passages: The Voyage of the Slave Ship Brookes\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nExamine three perspectives of the slave trade - captain, sailor, and captive - through this collaborative analysis activity. Small groups study one perspective with a primary source to analyze. They discern what is a historical fact and...\n
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\n\"SLAVE\n\n
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\nSLAVE TRADING AND SMALL TOWNS\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents research the ways slavery shaped social and economic life in the South after 1800, the different economic, cultural, and social characteristics of slavery after 1800, and how the Atlantic slave trade finally ended.\n
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Interactive
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\n\"The\n\n
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\nUniversity of Richmond\n
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\nThe Forced Migration of Enslaved People 1810-1860\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nSlavery not only involved the forced migration of African people from their homes, it also meant the forced removal of people within the United States. Using data and interactive graphics, scholars see how the tragedy of human slavery...\n
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