Name of Lesson: Slavery in the Americas: Textbook Introduction

Name of Writer: Aja Hahn

Grade Level: 6

Informational Knowledge:

Goals:

As a result of this lesson students will be able to:

1. Have knowledge and use comprehension to answer given questions.

2. Use comprehension in understanding the meanings of three given vocabulary words.

3. Use application to answer given questions in the reading of a story.

4. Use synthesis to combine given material into a graphic organizer.

5. Use synthesis to make a map of the Triangular Trade route.

Objectives:

As a result of this lesson students will be able to:

1. Recall and explain three answers to questions relating to the introduction of the story, “Slavery in the Americas”.

2. Retell in your own words the meanings of the following vocabulary: Middle Passage, Triangular Trade, Cotton Gin.

3. Draw out answers to given questions related to the story, “Slavery in the Americas”.

4. Formulate a graphic organizer using the main idea and details in the story, “Slavery in the Americas”.

5. Create a map of the Triangular Trade route, choosing a product and tracing its route from Africa to slave stops to New England.

Time Needed:

Introduction: 15 minutes (due to reading of primary text)

Development: 45 minutes (30 to read/question; 15 for graphic organizer)

Closure: 30 minutes (15 to create map; 15 to write explanation paragraph)

Standards:

SS1 Standard 1 - History of the United States and New YorkSS3 Standard 3 - GeographySS4 Standard 4 - EconomicsSS5 Standard 5 - Civics, Citizenship, and Government

ELA1 Standard 1 - Language for Information and UnderstandingELA2 Standard 2 - Language for Literary Response and ExpressionELA3 Standard 3 - Language for Critical Analysis and Evaluation

ARTS1 Standard 1 - Creating, Performing and Participating in the Arts

Key Ideas:

SS1.2 Key Idea 2SS1.4 Key Idea 4SS3.1 Key Idea 1SS3.2 Key Idea 2SS4.1 Key Idea 1SS5.2 Key Idea 2

ELA1.LR1 Key Idea 1ELA1.SW2 Key Idea 2ELA2.LR1 Key Idea 1ELA3.LR1 Key Idea 1ELA3.SW2 Key Idea 2

ARTS1.VA1 Key Idea 1

Performance Indicators:

SS1.I.2B Performance Indicator 2SS1.I.4B Performance Indicator 2SS3.I.1A Performance Indicator 1SS3.I.2A Performance Indicator 1SS4.I.1A Performance Indicator 1SS4.I.1B Performance Indicator 2SS4.I.1D Performance Indicator 4

SS5.I.2E Performance Indicator 5

ELA1.I.LR1A Performance Indicator 1ELA1.I.LR1F Performance Indicator 6ELA1.I.SW2A Performance Indicator 1ELA1.I.SW2C Performance Indicator 3ELA1.I.SW2D Performance Indicator 4ELA1.I.SW2F Performance Indicator 6ELA2.I.LR1E Performance Indicator 5ELA3.I.LR1A Performance Indicator 1ELA3.I.SW2A Performance Indicator 1

ARTS1.I.VA1A Performance Indicator 1ARTS1.I.VA1B Performance Indicator 2ARTS1.I.VA1C Performance Indicator 3

Disciplines:

History

Economics

Thematic Strands:

II. Time, Continuity, and Change

VI. Power, Authority, and Governance

VII. Production, Distribution, and Consumption

Academic Disposition:

II. Time, Continuity, and Change: Students need to know what happened in the past and how the world has changed.

VI. Power, Authority, and Governance: Students must understand what power is and how it is gained and used over other people.

VII. Production, Distribution, and Consumption: Students must be aware of the factors of production: land, labor, capital, and management. Students should know how goods and services are produced using labor, how the goods and services are distributed, and how labor is managed.

Social Justice:

Gifted Student: When working with a gifted child, in this particular lesson, we will focus on their Multiple Intelligence test. In this case, this child works well with logical/mathematical activities. While the rest of the class is working on this lesson, this child will be working on a graph of slave populations based on information from “The Historical Census Browser”: (http://fisher.lib.virginia.edu/collections/stats/histcensus/)

Source: McKenzie, W. (1999). Multiple intelligences inventory. Retrieved November, 2009, from http://surfaquarium.com/MI/inventory.htm

Student at-risk: When dealing with a child at-risk, we will also look at this child’s Multiple Intelligence test results, and use this to keep this student focused. Keep in mind that this child has family problems and both parents have been separated from the home. The child is now with a guardian. In order to keep this child focused, they will be involved in a visual/spatial activity. While the rest of the class is working on this lesson, this child will be viewing picture books and art books depicting slave life and the trip from Africa to the Americas. They will create their own art image reflecting their understanding and knowledge of the beginnings of slavery in the Americas.

Source: McKenzie, W. (1999). Multiple intelligences inventory. Retrieved November, 2009, from http://surfaquarium.com/MI/inventory.htm

Prerequisites:

Students must already know:

how to communicate verbally (answer questions)

how to communicate in writing (write paragraph and ideas in graphic organizer)

have a sixth grade reading level for textbook reading

how to fill in a graphic organizer

have scissor cutting skills

have creative art skills to choose medium and create an interactive map depicting the Triangular Trade

Materials:

Textbook: Our World Vol. 2. (2005). New York: MacMillan/McGraw-Hill.

Vocabulary Cards: Middle Passage, Triangular Trade, Cotton Gin

Graphic Organizer

Map outline (Atlantic Ocean focus)

Pencils

Markers

Colored Pencils

Magazines

Cotton Balls

Sugar packets

Dried leaves

Scissors

Glue

Notebook paper

Introduction:

What do you know about slavery in the Americas?

“It was when black people had to work for white people.”

Build background:

Ask student volunteer to read the quotation on page 472 and another student volunteer to read the information about it.

How would you feel if you were on this slave ship and saw people chained together?

“I would be angry.”

Where did slaves come from?

“They came from Africa.”

Procedural Knowledge (Directed Reading):

1. Introduce vocabulary: a. Middle Passageb. Triangular tradec. Cotton gin

2. Ask volunteer to read page 473.

a. Why did the Europeans stop enslaving Indians?i. “Bartolome de las Casas convinced the Spanish king to put an end to Indian

slavery.”b. Who were the first Europeans to enslave the American Indians?

i. “The Portuguese”c. Why were there not enough Europeans to do the work on plantations and in mines?

i. “Europeans in the Americas would not do the physical labor.”3. Ask volunteer to read page 474.

a. Why might the Portuguese have been the first Europeans to use African slaves?i. “They were the first to explore and trade with Africa.”

b. Why was the voyage of the slave ships across the Atlantic called the Middle Passage?i. “It was the midpoint of a journey from West Africa to the Americas.”

c. How would you summarize the conditions aboard a slave ship? i. “Conditions were terrible, with extreme crowding. Africans were chained below

decks in spaces so small that they couldn’t stand upright. Also, they were given spoiled food and unclean water.”

4. Ask volunteer to read the Primary Source at the top of page 475.a. Remind students of what they read and learned about Equiano on page 472.b. Based on the excerpt, how did enslaved Africans and slave owners view each other?

i. “Slave owners viewed enslaved Africans as human property, to be bought and sold to the highest bidder. Enslaved Africans viewed slave owners as heartless and inhumane.”

5. Ask volunteer to read bottom of page 475.a. What were the three steps in the triangular trade?

i. “First, sugar cane was shipped to New England, where it was make into rum. Second, rum was shipped to Africa, where it was traded for enslaved Africans. Third, the enslaved Africans were shipped to the Americas.”

b. What made slavery so profitable?i. “Demand for sugar and the success of the triangular trade made enormous

profits for plantation owners.”6. Ask volunteer to read page 476.

a. Which British settlement had the most enslaved Africans in the late 1700s?i. “Charleston, South Carolina”

b. How did the cotton gin cause cotton to become a profitable crop?i. “It replaced the enormous labor needed to separate seeds from cotton, enabling

cotton to bring even higher profits.”c. Why did the number of enslaved workers rise in the American South?

i. “To produce profitable crops such as cotton, for Southern plantation owners.”7. Ask volunteer to read page 477.

a. How did slavery in the Americas benefit the economics of European countries?

i. “European economies benefited directly from the slave trade. Gold and silver were mined, and agriculture products such as cotton, tobacco, sugar cane, and rice were cultivated by enslaved workers, adding to European profits.”

8. Students will complete a graphic organizer using the main idea and details involved in the above story. (See Appendix D)

Closure:

Step 1: Discuss the Triangular Trade as stated in the textbook.

Refer to page 475 for definition of Triangular Trade.

Step 2: Tell students that they must choose a product from the following list: sugar, cotton, tobacco.

Step 3: Tell students that they are going to illustrate the Triangular Trade using the map outline and the chosen product.

Step 4: Hand out map outline.

Step 5: Tell students that they may create the map any way they would like: drawing, coloring, in collage.

Step 6: Indicate the table with the available supplies.

Step 7: Tell students that they must also include, on a sheet of lined paper, a written description of the Triangular Trade. Things to be included:

Pages 473-477 can be used as reference when writing

Students should discuss product chosen.

Students should highlight where product was then sent and for what purpose.

Students must state how the products were used as profit for the plantation owners and what they bought with the products sold.

Map Outline for Extension Activity

Name of Lesson: The Old African

Name of Writer: Aja Hahn

Grade Level: 6

Informational Knowledge:

Goals:

As a result of this lesson students will be able to:

1. Have knowledge and use comprehension to answer given questions.

2. Use comprehension to bridge material from one lesson to the next.

3. Use comprehension and application to answer given questions in the reading of a story.

4. Use synthesis to combine given material into a graphic organizer.

5. Use analysis and evaluation to complete a given multiple choice test.

Objectives:

As a result of this lesson students will be able to:

1. Recall and explain three answers to questions relating to the preview of the story, The Old African.

2. Summarize material learned in Lesson 1, “Slavery in the Americas”, to introduce Lesson 2, The Old African.

3. Restate in own words and make conclusions in answering given questions related to the story, The Old African.

4. Formulate a graphic organizer using the main idea and details in the story, The Old African.

5. Deduce and conclude answers to given multiple choice questions based on Lesson 1, “Slavery in the Americas”, and Lesson 2, The Old African.

Time Needed:

Introduction: 5 minutes (asking questions based on picture)

Development: 30 minutes (read/question)

Closure: 15 minutes (graphic organizer)

Assessment: 30 minutes (for multiple choice test)

Standards:

SS1 Standard 1 - History of the United States and New YorkSS2 Standard 2 - World HistorySS3 Standard 3 - GeographySS4 Standard 4 - EconomicsSS5 Standard 5 - Civics, Citizenship, and Government

ELA1 Standard 1 - Language for Information and UnderstandingELA2 Standard 2 - Language for Literary Response and ExpressionELA3 Standard 3 - Language for Critical Analysis and Evaluation

Key Ideas:

SS1.2 Key Idea 2SS1.3 Key Idea 3SS2.1 Key Idea 1SS1.4 Key Idea 4SS2.3 Key Idea 3SS3.1 Key Idea 1SS3.2 Key Idea 2SS4.1 Key Idea 1SS5.2 Key Idea 2

ELA1.LR1 Key Idea 1ELA1.SW2 Key Idea 2ELA2.LR1 Key Idea 1ELA2.SW2 Key Idea 2ELA3.LR1 Key Idea 1ELA3.SW2 Key Idea 2

Performance Indicators:

SS1.I.2B Performance Indicator 2SS1.I.4B Performance Indicator 2SS1.I.3D Performance Indicator 4SS2.I.1A Performance Indicator 1SS2.I.1B Performance Indicator 2SS2.I.3C Performance Indicator 3SS3.I.1A Performance Indicator 1SS3.I.2A Performance Indicator 1SS4.I.1A Performance Indicator 1SS4.I.1B Performance Indicator 2SS4.I.1D Performance Indicator 4

SS5.I.2E Performance Indicator 5

ELA1.I.LR1A Performance Indicator 1ELA.I.LR1C Performance Indicator 3ELA1.I.LR1E Performance Indicator 5ELA1.I.LR1F Performance Indicator 6ELA1.I.SW2A Performance Indicator 1ELA1.I.SW2C Performance Indicator 3ELA1.I.SW2D Performance Indicator 4ELA1.I.SW2F Performance Indicator 6ELA2.I.LR1A Performance Indicator 1ELA2.I.LR1D Performance Indicator 4ELA2.I.LR1E Performance Indicator 5ELA2.I.SW2A Performance Indicator 1ELA2.I.SW2B Performance IndicatorELA3.I.LR1A Performance Indicator 1ELA3.I.LR1C Performance Indicator 3ELA3.I.SW2A Performance Indicator 1

Disciplines:

History

Economics

Thematic Strands:

II. Time, Continuity, and Change

VI. Power, Authority, and Governance

VII. Production, Distribution, and Consumption

Academic Disposition:

II. Time, Continuity, and Change: Students need to know what happened in the past and how the world has changed.

VI. Power, Authority, and Governance: Students must understand what power is and how it is gained and used over other people.

VII. Production, Distribution, and Consumption: Students must be aware of the factors of production: land, labor, capital, and management. Students should know how goods and services are produced using labor, how the goods and services are distributed, and how labor is managed.

Social Justice:

ESL Student: For accommodating a classroom with an ESL student, there must be a strategy so he/she will be able to interpret the English language. While reading the story aloud, the teacher will need to deal with the student’s ability to read, fill out the graphic organizer, and take the multiple choice test.

Reading: Prior to reading the story, the teacher will discuss key vocabulary words that appear in The Old African, such as “glistened”, “whipping”, and “gaping”. Student will also do a picture walk of the illustrations and verbalize what the story will be about.

Graphic Organizer: Student will be given a simplified graphic organizer with fewer blank spaces in order to not overwhelm them. Student will be allowed to draw pictures as well as fill in words in their native language in order to complete the graphic organizer. Teacher will provide students with a written copy of key vocabulary words, such as “whipped” and “runaway slave”, and the student will verbally translate the graphic organizer information (from native language to English) to ensure comprehension.

Test: Student will be provided with a shortened test, 15 questions instead of 20, and will be allowed extra time to complete it. Directions will be simple and will be read aloud to the student prior to test beginning. Questions will be altered to ensure they are simple and do not have any unknown vocabulary that does not appropriately pertain to the testing information. Pictures will be added to test questions to aid in visual identification, where possible. Teacher will provide translated vocabulary in student’s native language if asked by the student.

AD/HD Student: For accommodating a classroom with an AD/HD student, the teaching method must be focused. This student has challenges with remaining in his/her seat, however, has a very high IQ. To accommodate this student, three areas must be recognized: listening to a story, filling in a graphic organizer, and completing a multiple choice test.

Listening: Student will be placed near the teacher, away from distracting students or other classroom/school distractions (ie hallway traffic and windows). Teacher will make sure student can see the pictures in the book as the story is read and will ensure that student is involved in answering at least one if not several of the questions asked.

Graphic Organizer: Student will be given a simplified graphic organizer with fewer blank spaces in order to not overwhelm them and instructions will be given in a simple, well-defined manner. Teacher will move about the room, observing student work, and will check in regularly with this student, pointing or indicating where focus needs to be on the organizer.

Test: Student will be provided with a shortened test, 15 questions instead of 20, and will be allowed extra time to complete it. Directions will be simple and will be read aloud to the student prior to test beginning. Questions will not include graphs or pictures in order to avoid distracting images. Student will be seated near teacher desk, away from distractions in the classroom. Teacher will walk near student periodically to ensure focus on test.

Source: Classroom modifications for ADD and ADHD. (2009). Retrieved November 2009, from http://www.findcounseling.com/journal/attention-deficit-disorder/special-education-lesson-plans.html

Prerequisites:

Students must already know:

how to comprehend material read aloud at sixth grade level

how to communicate verbally (answer questions)

how to communicate in writing (ideas in graphic organizer)

how to fill in a graphic organizer

format of a multiple choice test

Materials:

Book: The Old African by Julius Lester (2005) New York: Dial Books

Graphic Organizers

Multiple Choice Test

Pencils

Introduction:

Who is an African?

“A person from Africa.”

Show picture on page 1. What is happening in this picture?

“A black man is in the water and there are dogs behind him. And a horse.”

Show picture on page 2. What happened to the black man?

“He is roped and held by the men on the horse. The white man has a gun.”

Procedural Knowledge:

1. A bridging process is necessary in summarizing the story from Lesson 1, “Slavery in the Americas”, to prepare for the Lesson 2 tradebook, The Old African.

a. Does anyone remember what we learned about slaves coming from Africa to the Americas, yesterday?

i. “We talked about how the plantation owners needed workers for the crops and the slaves were on the Middle Passage and there was a Triangle Trade.”

b. What was the Middle Passage like?i. “It was very hard for slaves. The ships were crowded and the Africans were

chained in small spaces. They had bad food and water.”c. The reason we are reading the book, The Old African, is that we want to look at what

some slaves experienced being slaves after they arrived in the Americas. Yesterday we talked about the Middle Passage and how slaves were not treated well on the journey to the Americas. Many were also not treated well by the plantation owners when they were working. Many slaves also dreamed of freedom and going back to Africa. Sometime slaves told legends about freedom and going back to Africa. A legend represents beliefs held by the slaves and may include miracles or unseen actions happening.

2. Teacher reads page 7, paragraph 1-4.a. Why is the boy tied and being beaten with a whip?

i. “He dared to run away.”b. It says that he did not scream or even whimper, but what does the picture show about

the boy’s feelings?i. “He is crying and looks hurt.”

3. Teacher reads the rest of page 7.a. Why don’t the other slaves see the blood on the boy’s back?

i. “They were seeing a picture of water in their minds.”4. Teacher reads page 8, paragraph 1.

a. Why didn’t the boy scream or cry?i. “The Old African took over his mind and made him see pictures of water.”

5. Teacher reads page 8, paragraph 2.a. What do you think the ‘Water-That-Stretched-Forever’ is?

i. “The Atlantic Ocean.”6. Teacher reads page 8, paragraphs 3, 4, 5.

a. What feelings are involved during the whipping?i. “Fear, anger, sorrow.”

b. Why is the Old African fixing their minds on water?i. “To protect the boy from the pain.”

7. Teacher reads page 9, paragraphs 1, 2.a. How long will the Old African be able to protect the boy form the pain?

i. “Not much longer, the pain is too great.”8. Teacher reads page 9, paragraph 3, 4, 5.

a. Who is Riley?i. “He is the slave owner. Maybe a plantation owner.”

b. How do you think William, the slave, feels about helping Riley and another slave getting whipped?

i. “He might be afraid of getting whipped himself. He might feel sorry for the boy.”

9. Teacher reads page 9, paragraph 6 and page 12, paragraph 1.a. Why is Riley so upset at the boy?

i. ”He tried to run away.”b. What will Riley do if another slave runs away?

i. “Kill him or her.”c. How do you think the slaves feel hearing this from Riley?

i. “They are scared and afraid of him, probably.”10. Teacher shows picture on pages 10 and 11.

a. Why are all these people standing around?i. “They are the other slaves and they are watching Riley whip the boy for running

away.”b. Who is Riley and what is he doing?

i. “Riley is the white man in the middle talking. He is telling them that he will kill another slave who tries to run away.”

11. Teacher reads page 12, paragraph 2.a. What is the Old African worried about?

i. “That the boy might die. His heart beat is weak.”12. Teacher reads page 12, paragraph 3.

a. Riley says that he is a good man. What do you think?i. “He’s not a very good man if he whips people.”

13. Teacher reads page 12, paragraph 4.a. Why did the Old African disobey Riley?

i. “To save the boy.”b. What will Riley do to him?

i. “Riley might yell or whip the Old African.”14. Teacher reads page 12, paragraph 5, 6.

a. Is the Old African afraid of Riley?i. “No.”

b. How do you know?i. “Because he stared at Riley and didn’t run away or put the boy down.”

15. Teacher shows picture on page 13.a. Who is the man in the hat?

i. “The Old African.”b. What is he doing to the boy?

i. “He is helping the boy. His hand is on the boy’s heart, making it stronger.”16. Teacher reads page 14, paragraph 1.

a. What is the power the Old African has?i. “He could squeeze the blood from his heart until he died.”

17. Teacher reads page 14, paragraph 2, 3, 4.a. Who spoke to Riley?

i. “The Old African.”b. How did the Old African speak to Riley without moving his lips?

i. “He spoke in Riley’s thoughts at the ‘Place of True Seeing’.”18. Teacher reads page 14, paragraph 5, 6, 7, 8, 9, 10, 11.

a. Why is the oak tree talking to Riley?i. “The Old African is making the sound come from the tree but it is really him

saying it to Riley.”19. Teacher reads page 14-15, paragraph 12.

a. What does Riley think the Old African is doing?i. “Voodoo or trickery.”

b. Does Riley like the Old African?i. “No.”

c. How do you know?i. “Riley says that he tried to sell the Old African and that he is scared of him.”

d. Do you think that Riley will shoot him?i. “No, the Old African won’t let him.”

20. Teacher reads page 15, paragraph 1.a. Why didn’t Riley shoot the pistol?

i. “The Old African made his arms heavy and he couldn’t do it.”

Closure:

Fill out a graphic organizer which will involve a summary of the material learned from the reading of, The Old African. Be sure to include main idea and details of the story.

Assessment:

1. Pass out a copy of a multiple choice test to each student.2. Read the instructions to the class.3. The student’s learning will be assessed using a 20 question multiple choice test covering a

majority of questions from Lesson 1 and the rest from Lesson 2.4. The test will be graded out of a possible 100 points with each question weighted at five (5)

points each.

Name: ____________________________________ Date: ____________________________________

Multiple Choice Test: Slavery in the Americas

Directions:

1. Read each question carefully and completely. 2. Choose the correct answer and circle the letter that comes before it. (see sample)3. Choose only one answer for each question, and check your answer when you are finished.

Sample Question:

Slaves were brought from:

A. AustraliaB. RussiaC. AfricaD. Antarctica

Answer: C

1. Why did Europeans enslave Native Americans and Africans to work on the plantations?

A. The Europeans were mean.

B. The Europeans would not do physical labor.

C. Native Americans and Africans liked working for the Europeans.

D. The King told them to.

2. Why did the Europeans begin to enslave Africans instead of Native Americans?

A. The Native Americans died of disease and abuse.

B. The Europeans liked Africans better.

C. The Africans worked harder.

D. It was easier to get Africans.

3. The voyage of slave ships across the Atlantic was called _______________________.

A. A trip.

B. A vacation.

C. The Last Voyage.

D. The Middle Passage.

4. What were the conditions like on a slave ship?

A. Terrible: Very crowded with bad food and water.

B. Great: A lot of room to walk around and plenty of food.

C. Nice. Everyone had a seat and a bed.

D. Okay: Not many games but plenty of food.

5. What were the three steps in the triangular trade?

A. work, trade, boat

B. sugar shipped to New England, rum shipped to Africa, Africans shipped to America

C. cotton was planted, cotton was harvested, cotton was sold

D. buy seeds, grow crops, sell products

6. How did slave owners view slaves?

A. As friends

B. As children

C. As human property

D. As parents

7. Where were the most African slaves in the late 1700s?

A. Charleston, South Carolina

B. San Francisco, California

C. Des Moines, Iowa

D. Canada

8. What is the cotton gin?

A. a drink

B. a machine that makes clothing

C. a chair brought by Africans to the Americas

D. a machine that separates cotton fiber from the seeds

9. Who invented the cotton gin?

A. Mrs. Hahn

B. Eli Whitney

C. George Washington

D. Albert Einstein

10. What are some of the crops enslaved Africans produced?

A. cotton, shoes, paper

B. sugar, candy, crackers

C. sugar, cotton, tobacco

D. water, juice, tea

11. Why did the number of enslaved Africans continue to grow in the American South?

A. to produce profitable crops for the plantation owners

B. Africans liked being enslaved

C. America wanted a bigger population

D. Africans never died

12. What effect did slavery have on the economy of the European colonies?

A. slavery made the plantation owners poor

B. slavery made the plantation owners very rich

C. slavery had no effect on the economy

D. Africans got rich because they worked so hard

13. What is an African legend?

A. Nelson Mandela

B. a picture on a map of Africa

C. a story told about a belief held by a group of slaves that sometimes includes miracles

D. a song

14. In the book, The Old African, what happens to slaves when they run away?

A. The owner let them go

B. They get whipped if caught

C. They get a talking to by the owner

D. The owner brought them back but did nothing

15. What is the “Water-That-Stretched-Forever”?

A. The Atlantic Ocean

B. Lake Ontario

C. The Nile River

D. Tears

16. How do the slaves feel about being whipped?

A. happiness

B. nothing, they deserve it

C. a little sad

D. fear, anger, sorrow

17. How does the Old African protect the boy from feeling the pain while he is being whipped?

A. He takes the whip from Riley

B. He gets whipped instead

C. He fixes the boy’s mind on the image of water

D. He puts medicine on the wounds

18. What does Riley, the slave owner, tell all the slaves?

A. He doesn’t like the boy

B. He will kill the next slave who runs away

C. Any slave can run away who wants to

D. All the slaves are free

19. Why does the Old African disobey Riley?

A. He wants to get into trouble

B. The other slaves tell him to

C. He doesn’t like Riley

D. To save the boy

20. What happens when Riley tries to shoot the Old African?

A. Riley’s arms become heavy and he cannot lift the pistol

B. Riley kills the Old African

C. The pistol is broken

D. The other slaves take the pistol away

Answer Key

Multiple Choice Test: “Slavery in the Americas” and The Old African

Sample: C

1. B

2. A

3. D

4. A

5. B

6. C

7. A

8. D

9. B

10. C

11. A

12. B

13. C

14. B

15. A

16. D

17. C

18. B

19. D

20. A