A forced migration: Reading lesson

In this lesson plan, students read an article about the slave trade in West Africa, which caused the kidnapping of millions of free West Africans by slave traders. The lesson plan includes reading strategies designed to prepare students for end-of-grade reading test.

A lesson plan for grades 8–12 Social Studies

By Pauline S. Johnson

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Related pages

• A forced migration: The first Africans, brought to America through forced migration, came as indentured servants to Jamestown, Virginia, in 1619. Africans brought to the colonies in later years were bought and sold as slaves. At the time of the American Revolution, most of the enslaved people in North Carolina lived in the eastern part of the colony and the majority lived on large plantations, where their work was critical to the state’s cash crops and economy.
• Africans before captivity: Graphic organizer: This activity provides a way for students to further their comprehension as they read an article about the regions of Africa from which most American slaves originated. Students will complete a graphic organizer and answer a series of questions.
• An account of the slave trade on the coast of Africa: Excerpt from a book by a former surgeon on a slave ship, describing the horrors of the Middle Passage from Africa to America. Historical commentary is included. Warning: This document may not be suitable for all ages. Please use discretion.

Related topics

• Learn more about Africa, African Americans, Middle Passage, North Carolina, Olaudah Equiano, Stagville, West Africa, history, plantations, slave trade, slavery, and social studies.

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By reading and analyzing the article “A Forced Migration,” students will gain a better understanding of slavery in North Carolina. In the process, they will use reading strategies that will help them prepare for the end-of-grade reading test.

Learning outcomes

Students will:

• gain a general understanding of slavery in North Carolina
• practice pre-reading, active reading, and post-reading strategies

Teacher planning

Materials needed

• computer with internet access for each group of students or one computer with an LCD projector
• paper and pencils/pens
• newsprint (optional; this may also be done on the board or an overhead)

Student handouts

Time required

30 to 50 minutes depending on the reading abilities of the class

Activities

Pre-reading

1. Using either a KWL (or KEL) or the think-pair-share strategy, activate student background knowledge about slavery in North Carolina:
   • For the KWL/KEL, use the graphic organizer. Have students fill in the first two columns (What I KNOW and What I WANT to know or What I EXPECT to learn) individually or in cooperative groups. You may choose to stop at this point or lead a class discussion in which students share their brainstorming from the columns making a class KWL/KEL chart on the board, overhead, or newsprint.
   • For the think-pair-share, ask the students to think about what they know about slavery in North Carolina. Then have them write down the most important items in a journal or on notebook paper. Have students get into pairs or small groups and share their ideas. You may conclude this pre-reading activity with a whole-group discussion that will enable you to assess the prior knowledge of the students.

Active reading

1. In groups or individually, have students read the article “A Forced Migration” in the North Carolina digital history textbook.
2. Using a concept map or other note-taking strategy, ask the students to take notes of the important concepts as they read.
3. For students who struggle with reading, you may want to use the reading notes. This would also be a good opportunity for a guided reading lesson.

Post-reading

1. After students have read the article, lead a class discussion covering the main ideas in the article. You may choose to use the reading notes as a guide.
2. Use one of the following post-reading activities:
   • Have students fill in the last column of their KWL/KEL chart or do this as a class activity on the board or newsprint.
   • Ask students to write a short summary of the information from the article.
   • Have students list four main ideas of the text from most important to least important.
   • Have students pretend to be reporters who are summing up the article to a television audience. The summary should be two minutes in length. This can be done orally or can be written.

Assessment

Use one of the following options for assessment:

• In groups of four, have the students design their own multiple-choice end-of-grade-test-style assessment, consisting of at least three questions. Then have the groups exchange their questions with another group and “take” the tests. Have each group share at least one of their questions with the class.
• Have students write a short fictional narrative about a day in the life of a slave family living on the Stagville Plantation.