Freedom, Enslavement, Resistance
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Students in Grade 11 and Grade 12 will read and compare three narratives of enslaved people–Venture Smith, Olaudah Equiano, and Kossula–and create projects based on their experiences in order to understand the details andcultural significances of the Middle Passage and its lasting impact.
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 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.
Students in Grade 2 will study Yourba 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 2 of a 4-lesson unit plan. See How did Yoruba cultural values influence the building of Africatown? from Laurie […]
High school students will engage with readings and videos about Africatown’s founders and the community’s founding in order to appreciate how the community is one of America’s greatest success stories.