Program Title: The Slave Trade
Program Length: 60 Min
Delivery Method: Video Conferencing
Program Provider: Colonial Williamsburg
Site Limit: 10 Schools
Additional Information: http://www.history.org/history/teaching/eftsched04.cfm

Description:  Beginning with the American Revolution, this program explores the U.S. law of 1807 that abolished the trans-Atlantic slave trade.  Meet the people who were involved in or influenced by this pivotal legislation: the slaves, plantation owners, slave-ship captains, common seamen, government officials, Navy officers and anti-slavery activists.

Social Studies Standards

4-5

Goal 1 – HISTORY

Students will understand the emergence and development of civilizations and cultures over time and place.

Indicator 1: Analyze the chronology of various historical eras to determine connections and cause/effect relationships.

Grade 5

3. compare influential people and events in the American Revolution, such as King George, Lord Cornwallis, John Adams, Samuel Adams, Paul Revere, Benjamin Franklin, George Washington, Thomas Jefferson, and Patrick Henry.

6. weigh the challenges faced by the new United States government in regard to ratification of the Constitution, major issues facing the first four presidents in establishing a strong cohesive government, conflicts that resulted in the emergence of two political parties, and conflicts involved with the War of 1812.

7. summarize the growth and change in America from the Revolution to 1861 with emphasis on territorial exploration, expansion, and settlement of the Louisiana Purchase; acquisition of Florida, Texas, Oregon, and California; the influence of geographic, economic, and climatic factors on the movement of people, goods, and services (voluntarily and involuntarily as in the Trail of Tears); the effect of American relationships with other countries on our westward expansion; and the impact of inventions such as the steamboat, cotton gin, and locomotives on life in America.

8. describe key events, and identify causes and effects of the Civil War and Reconstruction in terms of social, economic, and philosophical differences between the North and the South as embodied in the Lincoln/Douglas debates; events leading to secession and war; prominent leaders of the North and South such as Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglass, and Harriet Tubman; campaign strategies and pivotal battles; the Emancipation Proclamation and Gettysburg Address; and the impact of reconstruction policies on both the North and the South.

Indicator 2: Evaluate the influence of varying values and philosophies on the development of civilizations and cultures.

Grade 5

1. relate factors of colonial America that led to the founding of the colonies, emphasizing the reasons for settling in the colonies, including escape from religious persecution, release from prison, economic opportunity, and adventure; and contrasts of the colonial regions (New England, mid-Atlantic, and South) in regard to geography, economy, and culture.
2. describe the political and economic relationship between the colonies and England; and conflicts between the colonies and England that led to the American Revolution.

Goal 4 – ECONOMICS

Students will understand the impact of economics on the development of societies and on current and emerging national and international situations.

Indicator 1: Analyze the economic impact of the availability and utilization of various resources on societies.

Grade 4

1. identify how government pays for the goods and services it provides (taxing and borrowing).

Indicator 2: Analyze the role of various economic systems in the social, political, and economic development of societies.

Grade 4

1. explain the role of money, banking, savings, and credit in westward expansion.
2. understand how government pays for goods and services it provides, e.g. taxing and borrowing.

Grade 5

1. analyze the economic differences between the North and South during the Civil War period.
2. describe examples of various institutions that make up economic systems, such as households, businesses, banks, government agencies, labor unions, and corporations.

Indicator 3: Analyze the complex relationships among economic, social, and political decisions.

Grade 4

1. summarize the factors that affect economic systems, such as family finance, drought, and tourism.

Social Studies Standards

6-8

Goal 3 – UNITED STATES HISTORY

Students will understand the emergence and development of civilizations and cultures over time and place.

Indicator 1: Analyze the chronology of various historical eras to determine connections and cause/effect relationships

1. identify and explain the sources of conflict which led to the American Revolution with emphasis on Proclamation of 1763, Stamp Act, Townshend Acts, and tax on tea.
2. identify key individuals and summarize their roles in the American Revolution, such as Thomas Jefferson, King George, Patrick Henry, Thomas Paine, Samuel Adams, and Benjamin Franklin.
3. explain the political significance of the Declaration of Independence.
4. analyze major military battles and the role of major American and British military leaders in the American Revolution, such as Lexington and Concord, Saratoga, Yorktown, Bunker Hill, George Washington, Benedict Arnold, George Rogers Clark, William Howe, John Burgoyne, and Charles Cornwallis.
5. analyze the reasons why the colonies were able to defeat the British.
6. analyze the settlement patterns of the American people from the late 1700s to the mid-1800s focusing on how and why the land was acquired and settled, to include Louisiana Purchase, Florida, Oregon, and Texas.
7. examine how the following conflicts during the early to mid 1800s led to acquisition and settlement of land, to include War of 1812, Indian Conflict, Texas Revolution, and Mexican War.
8. summarize the causes, key events, and effects of the Civil War with emphasis on philosophical differences between the North and South, as exemplified by men such as Daniel Webster and John C. Calhoun on the constitutional issues of the doctrine of nullification and secession; geographic and economic differences between the agricultural South and industrial North; Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858), the Gettysburg Address (1863), his second inaugural address of 1865; The views and lives of leaders and soldiers on both sides of the war including Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglass, William Lloyd Garrison, and Sojourner Truth; and the critical developments in the war including the major battles, geographical advantages and obstacles, technological advances, and Lee’s surrender at Appomattox.
9. explain how, following the Civil War, massive immigration combined with the rise of big business, heavy industry, and mechanized farming transformed American life with emphasis on western settlement and changing federal policy toward the Indians, obstacles faced and contributions made by immigrants, and the growth of American cities.
10. describe and analyze the changing role of the United States in world affairs with emphasis on the Spanish-American War, the Panama Canal, Theodore Roosevelt’s "Big Stick Diplomacy," United States role in World War I, and the League of Nations.

Indicator 2: Evaluate the significance of interactions among cultures and civilizations and the impact on cultural diffusion.

6. evaluate the impact of inventions from the late 1700s to the mid 1800s, such as cotton gin, McCormick reaper, steamboat, and steam locomotive.

7.  analyze the impact of the Reconstruction policies with emphasis on the postwar impact of the Thirteenth, Fourteenth and Fifteenth amendments to the Constitution, and their connection to the Reconstruction; Lincoln’s plan and the plan of Congress; migration of former slaves to cities in the North and West; and the effects of the Freedman’s Bureau and the Jim Crow laws on the South.

(NOTE: Each site must audio mute upon connecting to the session to prevent voice activated moving of the cameras from site to site.)

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