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Topic: The trans-Atlantic African slave trade 

World History

 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 2.Understands features of the labor system and economy in the Americas (e.g., why sugar, tobacco, coffee, tea, and other crops grown in the colonies became so important in the world economy; different jobs performed by indigenous peoples in the Americas)
    Knowledge/skill statements
     1.Understands features of the labor system in the Americas
     2.Understands features of the economy in the Americas
     3.Understands why sugar, tobacco, coffee, tea, and other crops grown in the colonies became so important in the world economy
     4.Knows different jobs performed by indigenous peoples in the Americas
   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"
  Level IV (Grade 9-12)
   Benchmark 2.Knows reasons for the emergence of social hierarchies based on race and gender in both the Iberian Empire and the British colonies in the Americas
    Knowledge/skill statements
     1.Knows reasons for the emergence of social hierarchies based on race in the Iberian Empire
     2.Knows reasons for the emergence of social hierarchies based on race in the British colonies in the Americas
     3.Knows reasons for the emergence of social hierarchies based on gender in the Iberian Empire
     4.Knows reasons for the emergence of social hierarchies based on gender in the British colonies in the Americas
   Benchmark 6.Understands the development of different colonial labor systems and their impact on indigenous populations (e.g., the evolution of labor systems from the encomienda to the hacienda in North and South America from the 16th to the 17th centuries, the impact of the encomienda system on indigenous peoples and how it compares to slavery)
    Knowledge/skill statements
     1.Understands the development of different colonial labor systems
     2.Understands the impact of colonial labor systems on indigenous populations
     3.Understands the evolution of labor systems from the encomienda to the hacienda in North and South America from the 16th to the 17th centuries
     4.Understands the impact of the encomienda system on indigenous peoples and how it compares to slavery
   Benchmark 7.Understands the "Black Legend," how it helped build opposition toward Spain, and how it illustrates Spain's unique dealings with aboriginal populations
    Knowledge/skill statements
     1.Knows the "Black Legend"
     2.Knows how the "Black Legend" helped build opposition towards Spain
     3.Understands how the "Black Legend" illustrates Spain’s unique dealings with aboriginal populations
   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