Kentucky Center for African American Heritage

 

 

 
Return to Curriculum Index
   
 
8.1
PreviousLesson
Next
Middle School – Grade 8
   

 

 

 

 

 

Core Content Guide

2.1.1
Culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives.

2.2.1
All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives.

4.1.42
Effectively use a variety of art media, processes, and subject matter to communicate ideas, feelings, and experiences.

4.3.1
Human settlement develops in different ways based on the culture and needs of settlers.

4.4.2
The physical environment both promotes and limits human activities.

5.1.1
Different perspectives result in different interpretations of historical events.

5.1.2
Primary sources, secondary sources, artifacts, and time lines are essential tools in the study and interpretation of history.

5.1.3
History is a series of connected events shaped by multiple causeand- effect relationships, tying the past to the present.

5.2.1
America's diverse society began with the "great convergence" of European, African, and Native American people beginning in the late 15th century

   

 

8.1 The First River Crossed: The Middle Passage

Pre-Visit
On a world map, students locate the African nations that were the homes of many slaves brought to Virginia and Kentucky. Trace the triangular trade routes. Discuss the conditions encountered by enslaved Africans on their journey to America.

Students create a retrieval chart to compare the societies of West Africa, Europe, and America in these categories:

Society and Politics
Economy (Trade) and Industry
Architecture and Furnishings
Clothing and Adornment
Beliefs
Technology

Before a visit to the Center, students discuss the theme, "One More River to Cross," and what it might possibly mean. Students define metaphor and give examples.

In the Museum
In the Rotunda, students can identify West African countries on the floor map. They can also identify the Big Dipper and the North Star on the ceiling constellation and discuss how these elements influenced the lives of early settlers or people escaping slavery.

Students experience the Middle Passage in the "A River So Wide and So Deep" Exhibit and stand in a space resembling an auction block. In this space students answer: How does it feel to stand here? What do you think the people standing here to be sold may have been feeling? Students tour the pioneer Kentucky area, which includes an interpretation of a slave cabin. Students discuss how certain aspects of American/Kentucky material culture and social structure must have appeared to the West African slaves brought here.

Students discuss the use of castings (observed throughout the Center) near the end of themuseum experience. What do they represent?

Map of slave ship routes
Triagular Route of Slave Ships

Post-Visit
Define the term, Diaspora. Students discuss the difficult feelings brought on by the experiences related to slavery found in the Center. Students create a personal expression (poem, artwork, song, short story) based on their visit to the Center and the class discussions.

Slave Ship in harbor
Carrying Slaves Aboard at Manfrow