Primary Sources, Student Activities, Teacher Reference Materials

How did slavery connect Salem to a global economy?

Grade Level:: High School: Ninth Grade through Twelfth Grade
Subject:: Literacy and Language Arts,Social Studies
Common Core Standards:: 9-10.RH.1, 9-10.RH.2, 9-10.RH.7, 9-10.RH.9, 9-10.RH.10, 11-12.RH.1, 11-12.RH.2, 11-12.RH.5, 11-12.RH.7, 11-12.RH.9, 11-12.RH.10, 9-10.WHST.1, 9-10.WHST.1.a, 9-10.WHST.1.b, 11-12.WHST.1, 11-12.WHST.1.a, 11-12.WHST.1.b
State Standards:: Massachusetts Curriculum Framework for History and Social Science
World History I: WHI.T1 #1, WHI.T5 #3
U.S. History I: USI.T1 #1
Learning for Justice: Teaching Hard History Framework
Key Concepts #1, 2, & 4
Summary Objectives #3 & 4

Students use two 18th century primary source documents to explore the connection between maritime trade and slavery in Salem. The essential question asks students to consider Salem's place in a global slavery economy.

This activity may be used alone or as part of a three-part activity series examining Salem merchant Richard Derby's connections to slavery and the slave economy.

1. How did slavery connect Salem to a global economy?
2. Who were the enslaved people in Salem?
3. How did Salem's slavery economy contribute to the American Revolution?

Procedure

1. Before being introduced to background information or primary source documents, students answer Opening Question (individually or in a class discussion).
2. Students use background information and primary source documents to complete the Graphic Organizer.
Optional
3. Introduce supplemental primary source documents (see below) to give students further context.
4. Expand activity by taking the NPS App audio tour, "The Business of Slavery" and exploring places at Salem Maritime.

Note on Language

Over the course of American history the language used to describe Black people has changed and most likely will continue to change. Be sure to discuss with students that some of the primary sources use outdated terms as well as racist and offensive language to describe Black people. We recommend developing a plan or guidelines to ensure a respectful, reflective classroom discussion.

A Note on Transcriptions

The primary source transcriptions included in "Student Materials" are heavily modified for length and clarity. We have worked to keep the documents representative of their original versions. You can find original transcriptions in "Teacher Materials."