Seventh-grade social studies students will learn about the Middle Passage in class and conduct their own research of the trans-Atlantic slave trade. Using this information, the students will create a gallery of posters that will include facts, pictures, slave narratives, and original poems by the students. The gallery walk will be presented to the students and parents of Hubbard M.S. Several students will give a guided tour of the walk, and explain the aspects and time periods of the slave trade.
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Visual and Performing Arts; Comprehensive Health and Phys. Ed.; Language Arts Literacy; Social Studies; World Languages; Consumer, Family, & Life Skills
Middle Passage Gallery Walk
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By: Robert Dutches Teaching Team:
George Lewis
Karen Simpson
School: Hubbard M.S. Grade Levels: 7th Grade social Studies Academic Focus/Core Curriculum Standards: The Arts(Visual and Performing): 1.1, 1.2 Comprehensive Health and Physical Education: 2.1, 2.2 Language Arts Literacy: 3.1, 3.2, 3.3, 3.4, 3.5 Social Studies: 6.1, 6.2, 6.3, 6.4, 6.6 World Languages: 7.1, 7.2 Consumer, Family & Life Skills: 9 A, B, C, D Core Ethical Values:
Caring; Empathy; Civic-mindedness |
Project Description:
Seventh-grade social studies students will learn about the Middle Passage in class and conduct their own research of the trans-Atlantic slave trade. Using this information, the students will create a gallery of posters that will include facts, pictures, slave narratives, and original poems by the students. The gallery walk will be presented to the students and parents of Hubbard M.S. Several students will give a guided tour of the walk, and explain the aspects and time periods of the slave trade. Target Audience: Hubbard Middle School students, Plainfield community Timeline:
4-6 weeks Project Scheduling: During social studies class Equipment Needed: Poster board, markers, glue, tape, computers Academic Focus:
The Arts (Visual and Performing): Students create decorative posters that illustrate the Middle Passage with paintings, pictures, maps, and other visual aids. Comprehensive Health and Phys. Ed.: The 7th graders will study the diseases contracted and physical effects that Africans went through during the transport to the Americas. Language Arts Literacy: Students expand their writing abilities when they write slave narratives, Middle passage facts, and original poetry pertaining to the African experience of slavery. Several students will develop speaking skills when they give a tour of the gallery to students, teachers, and parents. Social Studies: Students will learn the history of the trans-Atlantic slave trade. Issues of slavery within Africa, the transport of slaves, and the slave experience in the Americas and Europe will be explored. Their learning experience will also incorporate geography as they learn the areas where slaves were captured and sailed from, the ship routes, and the locations that Africans were sent to. All this information will be used when creating the gallery walk. World Languages: Through reading and recreating slave narratives, the students will have the unique experience of understanding the perspectives that Africans had during their journey on slave ships. Consumer, Family & Life Skills: Students develop critical thinking and practice good citizenship. |
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Hurdles Encountered: Hurdles
Students who are not African-American may feel out of place in this project. Solution
A second project that focuses on a period of Latin/South American history will be done to include the rest of the school population. |
Educational Strategies:
Performance-based Education Students take ownership of the project by conducting their own research, filtering the information, creating the visual aids, and giving the tours to their peers and parents. Cooperative Learning
The students work together by dividing the content matter of the gallery walk in order to create a project that covers every aspect of the Middle Passage in an organized way. Interdisciplinary Approach
The 7th graders perform language and visual art tasks that reinforce their understanding of the social studies material they learn in class. Personal Growth Outcomes:
The project fosters caring and empathy when students first learn and then educate the community about their ancestral history. |
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Celebration:
The gallery walk opening to the school and public Recognition:
Local media coverage
Key Findings:
Students were very knowledgeable and able to thoroughly answer questions from visitors. |
Community Involvement:
Plainfield Board of Education members and other local officials are invited to attend the opening. Parents and Volunteer Involvement:
At the end of the gallery walk, parents provide their own reflections and insights of the gallery and the Middle Passage. Reflection Activities: (Link with core ethical values)
Students participate in a post-project questionnaire. Means of Assessment:
Students are graded for their work via rubrics evaluating the various project stages.. |