Activity Overview
A simple analysis is a great way to introduce students to the basic elements of the Slave Trade. It's important that students understand the background of this industry in order to understand America's responses to it. By creating a spider map, students will be able to answer several questions and create a visualization of their response along with the written description. This activity asks students to answer the 5Ws in relation to the Slave Trade.
Students will answer the following questions in their spider map
- WHAT was the Slave Trade?
- WHO was involved in the Slave Trade?
- WHEN was the Slave Trade?
- WHERE were most of the slaves sent to?
- WHY did the Slave Trade exist?
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a spider map that answers the 5 Ws for the Slave Trade: Who, What, When, Where, and Why.
- Click "Start Assignment".
- Label each cell "Who", "What", "When", "Where", and "Why".
- In the description box, answer the question with a brief description.
- Create an illustration using appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
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