MYSTERY
Historians identify. In this lesson, students are provided context about the development of the Trans-Atlantic Slave Trade including an animation that will help students see where enslaved Africans were brought in the Americas. Students will then examine primary source images and narratives from Mr. Lewis and Mary Prince in order to identify reasons to answer the mystery question: "How did Mr. Lewis and the Clotilda Africans use their values to face the conditions of enslavement?"
“As a second and third grade teacher for the entirety of my career I had long taught students history through inquiry. Seeing students explore history in this way has been SUCH a joy! Lightbulb moments galore! A teacher’s dream!...unlike lessons I had taught in the past, I didn’t have to find the primary sources. I didn’t have to research them. I didn’t have to write the lesson plan from scratch. I didn’t have to do anything but read the lesson plan… and teach the lesson!”
“I just used the first lesson in the Mapping Unit. It was so great to get students talking about what they noticed and also expand their thinking on how maps have a special purpose to the user.”
"I love that students got to look at REAL court cases! And it was so easy to use!"
"I liked the simplicity of the handouts. Not too much there to be overwhelming--just enough. Simple, clear directions. The photographs of the clues were great for the students to have."
This Mystery is included in the following Private i History Detectives Unit:
How Did Kossula Cudjo Lewis and Other Enslaved People Experience the Atlantic World?
Other Mysteries in this Unit: