Students begin by writing an explanation of what slavery is. Then they read about the lives of enslaved people in Texas. Next they analyze the slavery laws passed by the Texas legislature. Finally they learn about the cultural lives of the slaves and listen to some spirituals.
Students view an image of an enslaved family and read an introduction explaining the growth of slavery in Texas and the lesson objectives. They then respond to a prompt by writing a simple explanation of what slavery is for a first-grade audience.
Teacher MovesIntroduce the experience, review key vocabulary, and highlight the objectives. Invite several volunteers to share or comment on their explanations of slavery, using sample language as needed to clarify that slavery involved forced, unpaid labor and loss of freedom. When discussion is complete, move the class to the next scene.
Students examine images of enslaved workers and read background text describing the work, living conditions, and hardships of enslaved people in Texas on farms, plantations, and in towns. They then read the “Slavery in Texas” section of the article African Americans to deepen their understanding of how enslaved people came to Texas and how some sought freedom. Students answer multiple-choice questions about how most enslaved people arrived in Texas and common ways they tried to gain freedom, and they respond in writing to describe life and hardships on large farms or plantations.
Teacher MovesSupport students as they read the background text and article, clarifying difficult vocabulary and checking for understanding. After students answer the questions and writing prompt, review their responses, highlighting accurate descriptions of enslaved people’s work, conditions, and efforts to escape. Use the sample ideas to guide feedback and discussion, then transition the class to the next scene.
Students read an explanation of how Texas laws and politics supported slavery, including restrictions on enslaved and free African Americans and punishments for those who tried to help runaways. They then read two sections of an 1854 Texas law about stealing or helping enslaved people escape and paraphrase these sections in their own words in a written response.
Teacher MovesRead the law excerpts aloud with the class, paraphrasing and clarifying key terms so students can identify the main ideas. After students write their explanations, share an exemplary or interesting response with the class to prompt discussion about how Texas law punished both enslaved people and those who tried to help them. When students are ready, unlock the next scene.
Students view an image of enslaved African Americans making music and read about how enslaved Africans brought cultural traditions—especially music—into their lives in Texas. They listen to one of the spirituals Michael Row the Boat Ashore, Go Down Moses, or Swing Low, Sweet Chariot to explore how music expressed feelings, preserved African and religious traditions, and connected people to their roots. Students then imagine themselves as enslaved people and write about how singing these songs while working in the fields might make them feel, followed by reading and responding to at least two classmates’ posts with questions or positive comments.
Teacher MovesGuide students in connecting the description of spirituals to what they hear in the music, prompting them to notice themes, emotions, and cultural connections. Encourage thoughtful, empathetic responses in the reflection activity and model how to give respectful, constructive comments on classmates’ posts. When discussion is complete, move the class to the final scene.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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