Classroom Activity 1
Topic- The History of Slavery’s Beginning in America
Background- Slavery has existed throughout history, it is not unique to America. However, the evolution of slavery in America was not straightforward. The first enslaved Africans arrived in colonial America in 1619. As the 1619 project explains, “that was when a ship arrived at Point Comfort in the British colony of Virginia, bearing a cargo of 20 to 30 enslaved Africans” (11). The enslaved Africans existed side-by-side with indentured servants and the laws regarding both systems were ever changing. At times during the onset of slavery in America, both enslaved peoples and indentured servants were able to acquire their freedom and have other opportunities that accompanied freedom. At this time, status and power in colonial America came primarily from your religion and wealth, not based on one’s race.
Rationale- Teaching the origins of slavery in America is necessary to help students understand that the institution of slavery was not static and was not always connected solely to race. This foundation will help students understand in future lessons how racism and the white supremacy were a result of slavery.
Guiding Questions- What did the beginning of slavery look like in America regarding the possibilities for enslaved people? How and why did the laws regarding slavery in America evolve over time?
- Warm Up: Ask students what they already know or think they know about racism and slavery. Give students time to brainstorm their ideas individually and then have students share out to make a collection of the class’s thinking.
- Activity:
- First, students will read the text “We and They in Colonial America” from the book Holocaust and Human Behavior (link available in the Resources section below), a Facing History and Ourselves publication. This text describes the complex beginning of slavery in America and presents the argument that religion and wealth, not race, dictated status and belonging in colonial America. Students will then be broken into small groups to answer the following questions:
- According to the text, when did the bringing of Africans to work as enslaved peoples begin in America?
- When these first Africans were brought to America, what most influenced status and belonging in Virginia?
- What do the stories of Anthony Johnson and Elizabeth Key illustrate about the possibilities for enslaved people in America prior to the 1660s?
- How did laws and traditions regarding enslaved people begin to change in the 1660s? Give at least two examples from the text.
- Second, students will make a simple timeline using the information from the questions to process their learning on the topic and guiding questions. They will include the years 1619 and the decade of the 1660s. For each of these time periods, students will describe in at least two sentences, what the beginning of slavery looked like in America regarding possibilities for enslaved people and the laws regarding them. This will help students start to build a picture of how slavery originated and how it started to evolve in America.
- Closing/Reflection: Lastly, students will be asked to reflect on their new learning by responding to their choice of 3 or more of the following questions:
- How did this new learning make you feel? Explain your answer.
- What are your thoughts about this new learning?
- What surprised you? What was surprising about it?
- What did you find the most interesting? Why?
- How did this new learning challenge or confirm your understanding of slavery and/or racism?
- What are you wondering after this new learning?
- This can be done using a variety of teaching strategies. Below are a couple of potential options. More details about each option can be found in the “Teaching Strategies” section of Facing History and Ourselves (link available in the Resources section below).
- Option 1: Journals
- Using journals allows students to discuss their thoughts and feelings about what is being studied individually. It can help them process and deepen their understanding of what is being learned. Journals can provide a safe place for students to share their thinking and can provide opportunities for relationship building between teacher and student through reading and providing comments.
- Option 2: Graffiti Boards
- Using graffiti boards allows students to discuss their thoughts and feelings about what is being studied as a collective. This allows students to hear each other’s ideas and can help in building a classroom community.