Recent Changes

Works Cited
EMuseum. 25 May 2009 <http://emuseum.nyhistory.org/code/emuseum.asp>.
MAAP | Mapping the African American Past. 25 May 2009 <http://maap.columbia.edu/>.
"Slavery Images." DML Global Projects. 25 May 2009 <http://hitchcock.itc.virginia.edu/Slavery/index.php>.
Slavery in New York. New York Historical Soceity. 25 May 2009 <http://www.slaveryinnewyork.org/>.
"YouTube - Beekman Coach." YouTube - Broadcast Yourself. 25 May 2009 <http://www.youtube.com/watch?v=HlKX_QpHjj4>.

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Wealth
enslave fellow Christions.Christians. However, Africans
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Who were the people who owned slaves?

Historical Thinking Benchmarks Addressed:
Analysis of primary and secondary sources.
Formulation of questions through inquiry and determining their importance.
Learning Objectives:
able to describe the conditions African men, women,compare and children endured oncontrast the Middle Passage.immigrant experience of the Native Americans, Europeans, Africans, and Asians.
Students will analyze primary sourcessources, photographs, videos, written by Olaudah Equianotext, paintings, artifacts in order to determine his experiences as a slavedifferences and a free man. After examining abolitionist essays, studentssimilarities in the four immigrant groups.
Students will be able to identify reasons for stopping slavery.use inquiry to ask inferential questions in order to develop a deeper understanding of each immigrant experience adding to their intial understandings.
Learning Activities/Special Instructions:
Students will watch videos centered on the theme of the slave trade, listen to a podcast of Olaudah Equiano's words excerpted from his autobiography, examine primary sources from slave ship's records, and inquire about collected images surrounding slavery.Each wiki page includes instructions that precede each embedded document or task.
Assessment:
of the wiki(//colonialtrade.wikispaces.com),wiki(//ammericasimmigrants.wikispaces.com), students will complete a RAFT project. RAFTtwo voice poem. A two voice poem is an acronymwritten for a writing project that standstwo people to perform. The poem has at least two columns - one for Role-Audience-Format-Topic.each person reading the poem. Sometimes a third column is added to the middle to show the words and ideas the two people share. Students will required to producepick two immigrant groups and adopt their perspective. First, they will need to complete a piece of writing that includes descriptionvenn diagram comparing and contrasting the two groups. They will need to determine similar and different thoughts, feelings, words, and actions for each group. Then, students will need to use ideas from the venn diagram to create a poetic dialogue between the two types of travel in West Africa, onimmigrants.
Students will be graded by using Focus Correction Areas.
1. Uses correct and factual information about each immigrant group. 40 points
2. Uses three columns (Group 1 Ideas, Shared Ideas, Group 2 Ideas) to share the Middle Passage, orthoughts, feelings, words, and actions for two different immigrant groups found on a plantation in North America as a slave.the wiki. 40 points
3. Demonstrates new understandings about Native Americans, Europeans, Africans, and Asians. gained from use of wiki. 10 points

How do immigrants change America?
Massachusetts History and Social Science Curriculum Framework Standards Addressed:
G, E)
Grade 4 Learning Standards: 4.15 Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of: A. several indigenous peoples in different areas of the country (e.g., Navajo, Seminoles, Sioux, Hawaiians, and Inuits). B. African Americans, including an explanation of their early concentration in the South because of slavery and the Great Migration to northern cities in the 20th century, and recent African immigrant groups (e.g., Ethiopian) and where they tended to settle in large numbers. C. major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers (e.g., English, Germans, Italians, Scots, Irish, Jews, Poles, and Scandinavians). D. major Spanish-speaking (e.g., Cubans, Mexicans) and Asian (e.g., Chinese, Japanese, Korean, Vietnamese) immigrant groups who have come to America in the 19th and 20th centuries, locating their countries of origin and where they tended to settle in large numbers. (H, G)
Grade 5 Learning Standards: 5.12 Explain the causes of the establishment of slavery in North America. Describe the harsh conditions of the Middle Passage and slave life, and the responses of slaves to their condition. Describe the life of free African Americans in the colonies.
Historical Thinking Benchmarks Addressed:

Goal: To present the American immigrant experience through a wide lense. Thoughts about immigration are often isolated to Ellis Island and the Eastern European immigrant group. This wiki adds to the Eastern European immigrant group by including the Native American, African and Asian groups.
Essential Questions:
What do we mean by "American?"
What is "American?"
How American is America?
How do immigrants change America?
Massachusetts History and Social Science Curriculum Framework Standards Addressed:
Grade 3 Learning Standards: 3.11 Identify when the students’ own town or city was founded, and describe the different groups of people who have settled in the community since its founding. (H, G) 3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people lived and how everyday life has changed. Draw on the services of the local historical society and local museums as needed. (H, G, E)
Grade 5 Learning Standards: 5.12 Explain the causes of the establishment of slavery in North America. Describe the harsh conditions of the Middle Passage and slave life, and the responses of slaves to their condition. Describe the life of free African Americans in the colonies.
Historical Thinking Benchmarks Addressed:

Purpose: To present immigrant experience through a wide lense. Immigration is often isolated to Ellis Island and thoughts of Eastern Europeans as the only immigrant group. This wiki includes pages on a variety of immigrant groups including Native Americans, Europeans, Africans and Asians.
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Essential Question:Questions:
What do we mean by "American?"
What is "American?"

Date: May 21, 2009 Unit: Immigration
Title: Expanding Our Notion of American Immigration
Goal: To allow studentspresent the American immigrant experience through a wide lense. Thoughts about immigration are often isolated to have accessEllis Island and the Eastern European immigrant group. This wiki adds to a multimedia experience of the Middle Passage portion of the Triangle Trade routes throughEastern European immigrant group by including the eyes of Olaudah Equiano.Native American, African and Asian groups.
Essential Questions:
How could an African Prince end up a slave in North America?
How can the Middle Passage and slave life be described?
How could a slave become free?
Massachusetts History and Social Science Curriculum Framework Standards Addressed:
Grade 5 Learning Standards: 5.12 Explain the causes of the establishment of slavery in North America. Describe the harsh conditions of the Middle Passage and slave life, and the responses of slaves to their condition. Describe the life of free African Americans in the colonies.

Name: Robyn Ferrazzani and Tricia Stodden District:
District: Reading Public Grade Level: 53-5
Date: January 16,May 21, 2009 Unit: Colonial TradeImmigration
Title: Understanding the Middle PassageExpanding Our Notion of American Immigration
Goal: To allow students to have access to a multimedia experience of the Middle Passage portion of the Triangle Trade routes through the eyes of Olaudah Equiano.
Essential Questions:

Name: Tricia Stodden District: Reading Public Schools
Subject: U.S. History Grade Level: 5
Date: January 16, 2009 Unit: Colonial Trade
Title: Understanding the Middle Passage
Goal: To allow students to have access to a multimedia experience of the Middle Passage portion of the Triangle Trade routes through the eyes of Olaudah Equiano.
Essential Questions:
How could an African Prince end up a slave in North America?
How can the Middle Passage and slave life be described?
How could a slave become free?
Massachusetts History and Social Science Curriculum Framework Standards Addressed:
Grade 5 Learning Standards: 5.12 Explain the causes of the establishment of slavery in North America. Describe the harsh conditions of the Middle Passage and slave life, and the responses of slaves to their condition. Describe the life of free African Americans in the colonies.
Historical Thinking Benchmarks Addressed:
Analysis of primary and secondary sources.
Learning Objectives:
Students will be able to describe the conditions African men, women, and children endured on the Middle Passage.
Students will be able to evaluate and analyze primary sources written by Olaudah Equiano in order to determine his experiences as a slave and a free man. After examining abolitionist essays, students will be able to identify reasons for stopping slavery.
Learning Activities/Special Instructions:
Students will watch videos centered on the theme of the slave trade, listen to a podcast of Olaudah Equiano's words excerpted from his autobiography, examine primary sources from slave ship's records, and inquire about collected images surrounding slavery.
Assessment:
After examining the various pages of the wiki(//colonialtrade.wikispaces.com), students will complete a RAFT project. RAFT is an acronym for a writing project that stands for Role-Audience-Format-Topic. Students will be required to produce a piece of writing that includes description of travel in West Africa, on the Middle Passage, or on a plantation in North America as a slave.