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Topic: Slavery 

United States History

 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
     1.Understands the importance of slavery as a principal cause of the Civil War
     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

World History

 Standard 13.  Understands the causes and consequences of the development of Islamic civilization between the 7th and 10th centuries
  Level IV (Grade 9-12)
   Benchmark 4.Understands the social structure of the Abbasid Empire (e.g., the treatment and legal status of non-Muslims and their cultural and social contributions to society; the lives of prominent women and factors that facilitated and mitigated their rise to prominence; the role and status of royal bureaucrats, landowning nobles, peasants, urban artisans, and slaves; what Islamic conversion and adherence meant for social status)
    Knowledge/skill statements
     8.Knows the role and status of slaves in the Abbasid Empire
 Standard 29.  Understands the economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas between 1500 and 1750
  Level II (Grade 5-6)
   Benchmark 3.Understands elements of the trans-Atlantic African slave trade (e.g., how slaves were transported to the Americas via the "middle passage"; how European firms and governments organized and financed the slave trade; conditions of slave life on plantations in the Caribbean, Brazil, and British North America; how slaves resisted servitude and preserved their African heritage)
    Knowledge/skill statements
     1.Knows how slaves were transported to the Americas via the "middle passage"
     2.Understands how European firms and governments organized and financed the slave trade
     3.Knows conditions of slave life on plantations in the Caribbean
     4.Knows conditions of slave life on plantations in Brazil
     5.Knows conditions of slave life on plantations in British North America
     6.Knows how slaves resisted servitude
     7.Knows how slaves preserved their African heritage
   Benchmark 4.Understands elements of the slave trade in Africa (e.g., how the Atlantic slave trade affected population, economic systems, family life, polygynous marriage, and the use of male and female slave labor in West and Central Africa; what narratives reveal about the experience of Africans sold into slavery)
    Knowledge/skill statements
     1.Understands how the Atlantic slave trade affected population levels in West and Central Africa
     2.Understands how the Atlantic slave trade affected economic systems in West and Central Africa
     3.Understands how the Atlantic slave trade affected polygynous marriage in West and Central Africa
     4.Understands how the Atlantic slave trade affected the use of male and female slave labor in West and Central Africa
     5.Knows what narratives reveal about the experience of Africans sold into slavery
  Level III (Grade 7-8)
   Benchmark 2.Understands features of and participants in the slave trade (e.g., ways in which entrepreneurs and colonial governments exploited American Indian labor, and the use of African slave labor for commercial agriculture; the treatment of slaves in the Western Hemisphere as opposed to those in the Islamic lands, Christian Europe, and West Africa; the organization of long-distance trade in West and Central Africa and circumstances under which African governments, elites, and merchants participated in the sale of slaves to Europeans; treatment of slaves and forms of resistance used in the "middle passage")
    Knowledge/skill statements
     1.Knows participants in the slave trade
     2.Knows ways in which entrepreneurs and colonial governments exploited American Indian labor
     3.Understands ways in which entrepreneurs and colonial governments used African slave labor for commercial agriculture
     4.Understands the treatment of slaves in the Western Hemisphere as opposed to those in the Islamic lands, Christian Europe, and West Africa
     5.Understands the organization of long distance trade in West and Central Africa
     6.Knows circumstances under which African governments, elites, and merchants participated in the sale of slaves to Europeans
     7.Understands the treatment of slaves in the "middle passage"
     8.Knows forms of resistance used by slaves in the "middle passage"
   Benchmark 3.Understands factors that contributed to the development of various African societies (e.g., the importance of trade, slavery, and an expanding world economy to the development of such African states as Ashanti, Dahomey, Benin, Lunda, and Kongo; different forms of slave resistance and the founding of Maroon societies; how Ashanti concepts of monarchical power compare to those of Europeans)
    Knowledge/skill statements
     1.Understands the importance of trade, slavery, and an expanding world economy to the development of such African states as Ashanti, Dahomey, Benin, Lunda, and Kongo
     2.Understands different forms of slave resistance and the founding of Maroon societies
     3.Understands how Ashanti concepts of monarchical power compare to those of Europeans
  Level IV (Grade 9-12)
   Benchmark 8.Understands how slavery was defined by different groups of people (e.g., key differences between the understanding of "slavery" by Africans and by European settlers in the Americas; how slavery was practiced in ancient, medieval, and early modern societies)
    Knowledge/skill statements
     1.Knows key differences between the understanding of "slavery" by Africans and by European settlers in the Americas
     2.Understands how slavery was practiced in ancient societies
     3.Understands how slavery was practiced in medieval societies
     4.Understands how slavery was practiced in early modern societies
   Benchmark 9.Understands how the African slave trade influenced the lives of slaves in the Western Hemisphere (e.g., the institutions, beliefs, and practices of slaves working on plantations in the Western Hemisphere; the history of open slave rebellion and resistance in the Western Hemisphere; how the English and Spanish subdued slave rebellion in their colonies)
    Knowledge/skill statements
     1.Knows the institutions, beliefs, and practices of slaves working on plantations in the Western Hemisphere
     2.Knows the history of open slave rebellion and resistance in the Western Hemisphere
     3.Knows how the English subdued slave rebellion in their colonies
     4.Knows how the Spanish subdued slave rebellion in their colonies
 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 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
     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
 Standard 46.  Understands long-term changes and recurring patterns in world history
  Level II (Grade 5-6)
   Benchmark 3.Understands the economic and social importance of slavery and other forms of coerced labor in various societies
    Knowledge/skill statements
     1.Understands the economic importance of slavery and other forms of coerced labor in various societies
     2.Understands the social importance of slavery and other forms of coerced labor in various societies