Luis E. Barceló
barcelobla@hotmail.com
A Web Quest for
Global History and Geography 2 (9th Grade)
When Is Murder Not Really Murder?
An Examination of Human Rights & The
Transatlantic Slave Trade
Image borrowed from http://www.pbs.org/wgbh/aia/part1/1h280.html
Once again, Mr. Barcelo’s time machine has
transported us back in time. You and
your group will judge an appeal that is presented to your English court. You have to decide whether to uphold, or
repeal, a jury’s decision to force an insurance company to pay a slave-ship
captain for the loss of slaves he murdered.
The facts are as follows:
You will have to create and present a PowerPoint
Presentation on human rights for slaves.
Based on the card you draw, you must justify your decision to uphold the
original decision or side with the appeal and launch a murder investigation of
the slave-ship captain. You must use the
6-step public policy approach:
1. Define and describe
the problem (social conditions, players, public policy)
2. Gather evidence for
this problem
3. Identify causes for
this problem
4. Describe and evaluate
the existing policy for this problem
5. Develop solutions/policies
for the problems for this existing policy
6. Select the best
policy for this problem
Use the following guidelines to complete your
product.
www.maxwell.syr.edu/plegal/TIPS.htm;
Questions to Consider
Can a slave be considered more than just property?
Was the captain justified in killing his slaves?
What role would an abolitionist have in this
argument?
What economic factors might influence your
decision?
How was the transatlantic slave trade different
from other forms of slavery we have studied?
For more information on completing the 6-step public
policy analyst steps refer to:
https://www.maxwell.syr.edu/plegal
The following websites will provide you general
information on African slaves and the Transatlantic Slave Trade. Remember, these are references that act as
portals to more specific information!
§
PBS’ Website on its Africans in America series: http://www.pbs.org/wgbh/aia/part1/index.html
§
The History Net’s section on African Slavery: http://africanhistory.about.com/cs/slavery/
§
The
§
Information on the transatlantic slave trade: http://library.thinkquest.org/C002739/AfricaSite/lmslaveryatlantic.htm?tqskip1=1&tqtime=0527
§
Microsoft’s Information on the transatlantic slave
trade: http://encarta.msn.com/find/concise.asp?ti=761595721&sid=8#s8
§
A Good Search Engine: www.google.com
The following rubric will be used to judge your
presentation.
X |
|
4 |
3 |
2 |
0 |
10 |
Completes
the Task with Accurate Historical Data |
Completes All Aspects of the Task
Using Correct Historical Data |
Attempts to Address the Task With
Correct Information, but Lacks Details. |
Confuses information, does not
address most aspects of the task, inaccurate. |
You are supposed to be a judge, not
an incompetent law-clerk! |
4 |
Power Point Presentation |
Each member of the group presents,
and there is at least 1 slide per person. |
Each member presents and you have at
least .75 slides per member. |
Each member presents and you have .5
slide per member. |
All members do not present and/or you
have less than .5 slide per member. |
3 |
Creativity |
That’s Blazin’
Hot! |
That’s Dope! |
That’s Fresh! |
WACK! |
3 |
Professionalism |
You are challenging my job with your
excellent manners! |
You need a little more experience,
because you seem distracted. |
Your group is not taking this
seriously. |
PLEASE SIT BACK DOWN! I may lose my job if the principal
sees this. |
3 |
Grammar |
1 – 2 errors. |
3 – 5 Errors. |
5-7 Errors. |
Be I Bizarro,
my writing good not. |
2 |
Spelling |
1 – 2 Errors |
3 – 5 Errors |
5 – 7 Errors. |
Pease Hlp
are grup! |
This PPA Web Quest will help you understand the dilemma that
was presented to the global community as a result of the transatlantic slave
trade. You will learn why slaves were
treated as less than human and come up with a policy to support this argument
or contradict it. As Public Policy
Analysts you will be able to explain the justification for your side of the
argument. In effect, you will be able to
support or undermine the human rights of African slaves during the
transatlantic slave trade.
Standard 2: World History
Students will use a variety of intellectual skills to demonstrate their
understanding of major ideas, eras, themes, developments, and turning
points in world history and examine the broad sweep of history from a
variety of perspectives.
Standard 5: Civics,
Citizenship, and Government
Students will use a variety of intellectual skills to demonstrate their
understanding of the necessity for establishing governments; the
governmental
system of the
States Constitution; the basic civic values of American constitutional
democracy; and the roles, rights, and responsibilities of citizenship,
including avenues of participation.
National English Language Arts Standards
E1c Read and comprehend information materials.
E2a Produce a report of information.
E3b Participate in group meetings.