Students in Grades 6 through 8 will read and analyze Barracoon by Zora Neale Hurston in order to understand the role of empathy in learning histories of marginalized people.
Students in Grade 10 and Grade 11 will make connections between the experience of Africatown’s founders and the depiction of Trimalchio in the Satyricon in order to understand the the resilience of emancipatedpeoples.
Students in Grades 10 through 12 will research the history of the Clotilda and Africatown in order to understand the ways in which different groups of people–specifically enslaved Africans and white Americans–experienced the Trans-Atlantic Slave Trade and the period of American slavery.
Students in Grade 7 will identify different types of communities in different cultural settings in order to understand the role of cultural values in the lives of both the early residents of Africatown and their own lives today.
Students in Grade 2 will study Yoruba and West African cultural values in order to understand how Kossula’s cultural values helped him to survive enslavement and led to the creation of Africatown. (Note: This is Part 4 of a 4-lesson unit plan. See “What were the Yoruba cultural values and traditions that Kossula and his […]
Students in Grade 4 will examine the Alabama Slave Codes in order to understand how they differently affected the lives of both enslavers and those enslaved–specifically the Clotilda Africans.
Students in Grade 11 will learn about the particular experiences of life in West Africa, the Middle Passage, enslavement, and emancipation from the perspective of the Clotilda survivors in order to understand the humanity of the survivors, and all who were enslaved.
Students in Grade 9 and Grade 10 will study the role of oral history in preserving Africatown’s history and the history of the Clotilda survivors in order to understand the complex relationship between oral history traditions, truth, and their own family history.
Students in Grade 8 will analyze a selection of primary sources–including the Constitution, legislation, and court decisions–related to the Trans-Atlantic Slave trade in order to understand the conditions which allowed for continued trafficking of Africans and the Clotilda’s voyage.
Students in high school will use primary and secondary sources about Africatown in order to understand basic genealogical concepts and conduct investigations into their own family histories/the family history of someone they admire.