This 18th century engraving shows four people working with harvested tobacco in a shed.
Credit: Library of Congress

Slavery in Maryland

Grade 4, Grades 6–8

This lesson focuses on two main ideas:

The origins and significance of race-based slavery in colonial Maryland
nderstanding the difference between enslaved labor and indentured servitude

Procedure

INTRODUCTION (15 minutes)

Read the introduction to students and review new vocabulary. Students will watch the “The Dig: Historic St. Mary's Slavery” video clip . After the video, have a discussion around the essential questions and thinking questions aligned to the topic and video.

EXTENSION (15-30 minutes)

Complete extension activities with students, as you see fit.

ASSESSMENT (15 minutes)

Have students apply their newfound knowledge by completing a Summative CER on the lesson using evidence from the video and activities as support.

REFLECTION (10 minutes)

Have students complete a reflection.

Standards

Maryland Social Studies Standards

Content Topic- Slavery in Maryland (Grade 4)

Students will evaluate the impact of geography on cultural development and interaction by:

comparing Maryland's population distribution of free and enslaved people with that of other colonies.
analyzing the similarities and differences in the experiences of enslaved people across regions in Maryland.

Content Topic- Interactions in the New World (Grade 6–8)

Students will evaluate the interaction of European, African, and Native cultures in colonial America by:

Identifying the causes and impacts of slavery in colonial North America.

Maryland ELA Standards

Grade 4

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Rl.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears

Grade 6

RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text..
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Grade 7

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RL.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choice on meaning and tone.

Grade 8

RL.8.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Summative CER

Option 1:

Construct an argument about why the use of indentured servants declined while slavery became more popular in colonial Maryland. Use evidence and reasoning from the videos and activities to support your argument.

Option 2:

Compare and contrast enslaved laborers and indentured servants in the Maryland Colony. Use evidence and reasoning from the videos and activities to explain how these systems of labor were different.

Reflection Questions

Why did Europeans enslave African people and ship them to the Americas?
What impact did the forced labor of enslaved people have on the colonial economy?

Summative CER Rubric

No Response Score Point 0	Not There Yet Score Point 0.5	Beginning To Score Point 0.75	Yes Score Point 1.0
The claim is missing	The claim is incorrect or irrelevant.	The claim partially takes a position on the topic or issue addressed within the prompt.	The claim takes an appropriate position on the topic or issue addressed within the prompt.
There is no type of evidence in the response	The evidence is irrelevant or does not support the claim.	The evidence partially supports the claim and demonstrates some understanding of the topic or text, using appropriate sources.	The evidence supports the claim and demonstrates a strong understanding of the topic or text, using appropriate sources.
There is no use of words, phrases, and clauses to create cohesion and to clarify the relationship between the claim and evidence.	Use of words, phrases and clauses fail to show or explain any relationship between the claim and evidence.	Words, phrases, and clauses lack cohesion but partially clarify the relationship between the claim and evidence.	Appropriate words, phrases, and clauses are used to create cohesion and to clarify the relationship between the claim and evidence.

References

Maryland Public Television (MPT)