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Topic: Abolition of the slave trade 

World History

 Standard 33.  Understands the causes and consequences of the agricultural and industrial revolutions from 1700 to 1850
  Level II (Grade 5-6)
   Benchmark 3.Understands aspects of the abolition movement in the 18th and 19th centuries (e.g., the organization and arguments of movements in Europe and the Americas that sought to end slavery, and how the trans-Atlantic slave trade was suppressed; why and how the slave trade continued after it had been outlawed; major accomplishments of the American abolitionist Frederick Douglass)
    Knowledge/skill statements
     1.Understands the organization of movements in Europe and the Americas that sought to end slavery
     2.Understands the arguments of movements in Europe and the Americas that sought to end slavery
     3.Understands how the trans Atlantic slave trade was suppressed
     4.Understands why and how the slave trade continued after it had been outlawed
     5.Knows major accomplishments of the American abolitionist Frederick Douglass
  Level III (Grade 7-8)
   Benchmark 3.Understands the status of slavery and slaves throughout the 19th century (e.g., how contract labor migration and other forms of coerced labor compare with slavery as methods of organizing commercial agriculture in the Americas in the later 19th century; the degree to which emancipated slaves and their descendants achieved social equality and economic advancement in various countries of the Western Hemisphere; locations of legal slavery around the world in 1800, 1830, and 1880, and how changes in the legal status could be linked to revolution ideology and economics)
    Knowledge/skill statements
     1.Understands how contract labor migration and other forms of coerced labor compare with slavery as methods of organizing commercial agriculture in the Americas in the later 19th century
     2.Understands the degree to which emancipated slaves and their descendants achieved social equality and economic advancement in various countries of the Western Hemisphere
     3.Knows locations of legal slavery around the world in 1800, 1830, and 1880
     4.Understands how changes in the legal status of slaves could be linked to revolution ideology and economics
   Benchmark 7.Understands the discourse surrounding the abolition of slavery (e.g., the debate over abolition of slavery in the context of the French Revolution, the different strategies to resist slavery employed by peoples in the Americas)
    Knowledge/skill statements
     1.Understands the debate over abolition of slavery in the context of the French Revolution
     2.Knows the different strategies to resist slavery employed by peoples in the Americas
   Benchmark 8.Understands significant individuals in the abolition movement (e.g., prominent women from the abolitionist movement in America and their major accomplishments, including Harriet Tubman, Sojourner Truth, the Grimk√© sisters, Lucretia Mott; the story of Olaudah Equiana [Gustavus Vasa], his experience during the "middle passage," and his efforts to bring an end to the slave trade)
    Knowledge/skill statements
     1.Knows prominent women from the abolitionist movement in America and their major accomplishments, including Harriet Tubman, Sojourner Truth, the Grimk√© sisters, Lucretia Mott
     2.Knows the story of Olaudah Equiana (Gustavus Vasa), his experience during the "middle passage," and his efforts to bring an end to the slave trade
  Level IV (Grade 9-12)
   Benchmark 3.Understands reasons why various countries abolished slavery (e.g., the importance of Enlightenment thought, Christian piety, democratic revolutions, slave resistance, and changes in the world economy in bringing about the abolition of the slave trade and emancipation of the slaves in the Americas; evangelical arguments against slavery, and the economic, evangelical, and "Enlightened" reasons for Britain's abolition of slavery; why Brazil was the last nation to abolish slavery and the slave trade; the consequences of the Haitian Revolution for the slave trade)
    Knowledge/skill statements
     1.Understands the importance of Enlightenment thought in bringing about the abolition of the slave trade and emancipation of the slaves in the Americas
     2.Understands the importance of Christian piety in bringing about the abolition of the slave trade and emancipation of the slaves in the Americas
     3.Understands the importance of democratic revolutions in bringing about the abolition of the slave trade and emancipation of the slaves in the Americas
     4.Understands the importance of slave resistance in bringing about the abolition of the slave trade and emancipation of the slaves in the Americas
     5.Understands the importance of changes in the world economy in bringing about the abolition of the slave trade and emancipation of the slaves in the Americas
     6.Knows evangelical arguments against slavery,
     7.Understands the economic, evangelical, and "Enlightened" reasons for Britain’s abolition of slavery
     8.Knows why Brazil was the last nation to abolish slavery and the slave trade
     9.Understands the consequences of the Haitian Revolution for the slave trade
   Benchmark 8.Understands different perspectives regarding the nature of the African slave trade (e.g., how the African slave trade might be compared to the migration of Chinese workers to North and South America, and Indian workers to the Caribbean in the 19th century; the significance of the book The Interesting Narrative of the Life of Olaudah Equiano or Gustavus Vasa, Written by Himself about the slave trade)
    Knowledge/skill statements
     1.Understands how the African slave trade might be compared to the migration of Chinese workers to North and South America
     2.Understands how the African slave trade might be compared to the migration of Indian workers to the Caribbean in the 19th century
     3.Knows the significance of the book The Interesting Narrative of the Life of Olaudah Equiano or Gustavus Vasa, Written by Himself about the slave trade
   Benchmark 9.Knows the extent of slave imports to Brazil, Spanish America, the British West Indies, the French West Indies, British North America, and the U.S. and how the influx of slaves differed in the periods 1701 to 1810 and 1811 to 1871
    Knowledge/skill statements
     1.Knows the extent of slave imports to Brazil
     2.Knows the extent of slave imports to Spanish America
     3.Knows the extent of slave imports to the British West Indies
     4.Knows the extent of slave imports to the French West Indies
     5.Knows the extent of slave imports to British North America
     6.Knows the extent of slave imports to the United States
     7.Knows how the influx of slaves to various countries differed in the periods 1701 to 1810 and 1811 to 1871
 Standard 36.  Understands patterns of global change in the era of Western military and economic dominance from 1800 to 1914
  Level III (Grade 7-8)
   Benchmark 7.Understands the role of trade in shaping political and social conditions in various regions (e.g., how West African economies changed after the end of the trans-Atlantic slave trade; how trade helped make empire-builders such as Zanzibar and Tippu Tip; the effect trade had on resistance to European imperialism; the location of the Suez Canal, how and why it was created, and what it did for world trade and political alliances)
    Knowledge/skill statements
     1.Understands the role of trade in shaping political conditions in various regions
     2.Understands the role of trade in shaping social conditions in various regions
     3.Understands how West African economies changed after the end of the trans Atlantic slave trade
     4.Understands how trade helped make empire builders such as Zanzibar and Tippu Tip
     5.Understands the effect trade had on resistance to European imperialism
     6.Knows the location of the Suez Canal, how and why it was created, and what it did for world trade and political alliances
  Level IV (Grade 9-12)
   Benchmark 6.Understands economic, social, and religious influences on African society (e.g., the impact of religious and political revolutions in Sudan on state-building, Islamization, and European imperial conquest; how and why slavery and the slave trade flourished in both West and East Africa even after the end of the trans-Atlantic slave trade; the relative strengths of Islam and Christianity in Africa at the beginning of the 20th century, types of rivalries among Christian denominations, and the links between both of these and the interests of the government)
    Knowledge/skill statements
     1.Understands economic influences on African society in the 19th century
     2.Understands social influences on African society in the 19th century
     3.Understands religious influences on African society in the 19th century
     4.Understands the impact of religious and political revolutions in Sudan on state building, Islamization, and European imperial conquest
     5.Understands how and why slavery and the slave trade flourished in both West and East Africa even after the end of the trans Atlantic slave trade
     6.Knows the relative strengths of Islam and Christianity in Africa at the beginning of the 20th century
     7.Knows types of rivalries among Christian denominations in Africa

United States History

 Standard 12.  Understands the sources and character of cultural, religious, and social reform movements in the antebellum period
  Level II (Grade 5-6)
   Benchmark 2.Understands the major characteristics of the abolition movement in the antebellum period (e.g., different viewpoints within the abolitionist movement, arguments of those opposed to and those who supported slavery, the Underground Railroad)
    Knowledge/skill statements
     1.Understands the different viewpoints within the abolitionist movement
     2.Understands the arguments of those opposed to slavery
     3.Understands the arguments of those who supported slavery
     4.Knows about the Underground Railroad
  Level III (Grade 7-8)
   Benchmark 1.Understands perspectives that influenced slavery in the antebellum period (e.g., changing ideas about race, the reception of proslavery and antislavery ideologies in the North and South, arguments used to defend slavery in the 18th and 19th centuries)
    Knowledge/skill statements
     1.Understands the changing ideas about race in the antebellum period
     2.Understands the reception of proslavery ideologies in the North
     3.Understands the reception of proslavery ideologies in the South
     4.Understands the reception of antislavery ideologies in the North
     5.Understands the reception of antislavery ideologies in the South
     6.Understands arguments used to defend slavery in the 18th century
     7.Understands arguments used to defend slavery in the 19th century
  Level IV (Grade 9-12)
   Benchmark 1.Understands elements of slavery in both the North and South during the antebellum period (e.g., similarities and differences between African American and white abolitionists, defense of chattel slavery by slaveholders, growing hostility toward free blacks in the North, how African American leaders fought for rights)
    Knowledge/skill statements
     1.Understands elements of slavery in the North during the antebellum period
     2.Understands elements of slavery in the South during the antebellum period
     3.Understands the similarities between African American and white abolitionists during the antebellum period
     4.Understands the differences between African Amerian and white abolitionists during the antebellum period
     5.Knows about the defense of chattel slavery by slaveholders during the antebellum period
     6.Knows about the growing hostility toward free blacks in the North during the antebellum period
     7.Understands how African American leaders fought for rights during the antebellum period
 Standard 13.  Understands the causes of the Civil War
  Level II (Grade 5-6)
   Benchmark 1.Understands slavery prior to the Civil War (e.g., the importance of slavery as a principal cause of the Civil War, the growing influence of abolitionists, childrens’ roles and family life under slavery)
    Knowledge/skill statements
     2.Understands the growing influence of abolitonists prior to the Civil War
     3.Understands the growing influence of children’s roles under slavery prior to the Civil War
     4.Understands the growing influence of family life under slavery prior to the Civil War