European Encounter and the… · JHS1 Social Studies

Lesson notes

Learning Objectives

Indicator: B7.6.1.2.1 - Describe the origins and development of the Trans-Atlantic slave trade.

By the end of the lesson, learners can:

Define the Trans-Atlantic Slave Trade and explain the concept of the Triangular Trade using a historical map.
Trace and name the three continents involved in the Triangular Trade and describe the goods traded on each leg of the journey.
Explain at least three methods used by European traders and African middlemen to capture enslaved people on the Gold Coast.
Identify two or more reasons why the volume of the slave trade increased sharply in the 18th century.
Describe how the Trans-Atlantic Slave Trade began on the Gold Coast, linking it to earlier European contact covered in Term 2, Week 7.

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Curriculum details

Strand: Nationalism and Nationhood (Strand 6)
Sub-strand: European Encounter and the Slave Trade (6.1)
Content standard: B7.6.1.2 - Demonstrate understanding of the Trans- Atlantic Slave Trade.
Indicator: B7.6.1.2.1 - Describe the origins and development of the Trans- Atlantic slave trade.
Suggested placement: Term 2, Week 11 (Week 23 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 24

Exemplars (from the NaCCA curriculum)

1. Using historical maps, learners explain the concept of the Trans-Atlantic Slave Trade/ Triangular trade and trace the continents involved in it.
2. In mixed-ability groups, learners discuss how the slave trade started on the Gold Coast.
3. Learners watch documentaries and discuss the methods used to capture enslaved people on the Gold Coast.
4. Learners use the Internet or other historical sources to research and present reasons for the increased volume of the Slave Trade in the 18th Century.