SS5


Grade 5, Social Studies Std 6: Identify the impact of trade routes on emerging colonies in the Americas.

Lesson Plans: Language and Runaway Slave Ads Students will examine and compare the language masters used to describe runaway slaves and runaway indentures. Planning an Escape Students will study runaway slave advertisements in order to determine the range of factors a slave had to consider before escaping. Runaway Indentured Servants Students will use runaway slave advertisements to compare masters' attitudes toward slaves and indentured servants. Who Got Away? Eighteenth-Century Runaway Slaves Students will read runaway slave advertisements, consider which slaves may have been best equipped, and speculate about who may have successfully gained freedom. Pirate Map Students will learn the reasons pirates frequented certain areas, taking into account the relationship between piracy and the slave trade. They will visit Web sites to find out more about pirates, and draw pirate maps showing some of the places a pirate might have traveled.

Resources: Alabama History Timeline: A very thorough resource. Alabama Department of Archives & History: Timelines, activity sheets, teacher resources. Suggestions for English Language Learners: (E/B=Entering/Beginning, D=Developing, E=Expanding) (E/B) Students locate and show trade routes on maps by pointing. (E/B) Students describe trade routes on maps. (E/B) Students label trade routes on maps. (E/B) Students identify features of trade routes. (D) Students compare/contrast different trade routes using Venn diagram with word box. (D) Students share location of trade routes on maps with partners (such as two-way tasks where each student has a map with half of the locations indicated). (E) Students interpret the effects of trade routes on people's lives using social studies texts, trade books, internet. (E) Students give directions from place to place on trade route using map and using sequential language (i.e. "First, next, finally."). (E/B, D, E) Students trace the triangular trade routes on a map. (E/B, D, E) Students make a chart showing food, clothing and shelter of the slaves in colonial America.
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