Art Analysis Worksheet

Step 1.

Observation

Study the document for two minutes. Form an overall impression of the document and then examine individual items.

Use the chart below to list people, objects, and activities in the image.

People Objects Activities

Step 2. Inference

Based on what you have observed above, list three things you might infer from this image.

Step 3. Question

According to this document, what factors contributed to European exploration?

Written Document Analysis Worksheet

Step 1.

Documen

t Information

Date(s) of Document:

Author (or Creator) of the Document:

Step 2.

Close Reading

Docume

nt

Information (There are many possible ways to answer A–E) A. List three things the author said that you think are

important. Explain.

Why do you think this document was written?

What evidence in the document helps you know why it was written? Quote from the document.

According to this document, what factors contributed to European exploration?

5-3-1 Document Analysis

Directions: Work with a partner to complete the follow

ing:

Read the assigned document and i

dentify the top five most important understandings. Based on what you read, what are the five most important ideas in the document? Record them in the Top 5 column.

Form a group by turning to another pair of students. Take turns where each pair of students shares the 5 most important understandings you each identified. Work within the group to narrow down each pair’s top five understandings to the top three most important ideas in the text. Record them in the Top 3 column.

As a group, narrow down your top three to the one most important idea in the document. Record it in the Top 1 column.

TOPIC:

TOP 5 TOP 3 TOP 1

Most Important Idea!

Document AExcerpt from The

Life of Olaudah Equianowritten 1789

Olaudah Equiano was kidnapped at 11 and sold into slavery. Here is part of his story:

The captains needed to keep the slaves in acceptable physical condition if they were to be sold at high prices, so each morning after breakfast the slaves were “danced” on deck, in order to give them exercise. Still shackled together, the men were forced to jump up and down until often the flesh of their ankles was raw and bleeding from the iron chains which bound them together. The women and children, who were free of such bonds were better able to dance to the rhythm that was pounded out on an African drum or iron kettle, sometimes with the accompaniment of a fiddle or African banjo played by a crew member. The slaves, otherwise kept miserably in the “tween decks”, enjoyed this dancing, as it was their only form of physical recreation during the entire day. Each day at sunset the slaves would be placed back below deck to rest in the misery and filth that was the “tween decks”.

Documen

t B

Excerpt from The Life of Olaudah Equianowritten 1789Olaudah Equiano was kidnapped at 11 and sold into slavery. Here is part of his story:

During the morning exercises members of the crew roved about the deck carrying whips and would beat those slaves who refused to “dance”. Although most whips were made only of simple rope, the wicked cat-o’-nine-tails was also used aboard many slavers. Consisting of nine cords coated with tar, each with a knot at the end, the cat-o’-nine-tails could slash the skin of a slave’s back to ribbons in only a few lashes.

Document DExcerpt from The Life of Olaudah Equianowritten 1789Olaudah Equiano was kidnapped at 11 and sold into slavery. Here is part of his story:

Yet the worst time of the Middle Passage came for the slaves when the ship was met with periods of bad weather. During storms the blacks were forced to remain below deck all day and night. The holds were dark, filthy, slimy, and they stank of death. The “tween decks” were often full not only with slaves, both living and dead, but also with blood, vomit, urine, and human waste. Also during periods of inclement weather the slaves were not fed as usual. They were often forced to scrounge for small crumbs and pieces of spoiled food and drink from stagnant puddles of extremely impure water.

Data Set D: Middle Passage StatisticsMainland North America

Northern U.S. Chesapeake Carolinas / Georgia Gulf states U.S.A. unspecified

Embarked Disembarked Embarked Disembarked Embarked Disembarked Embarked Disembarked Embarked Disembarked

1628–1650 0 0 141 100 0 0 0 0 0 0

1651–1675 1,366 1,116 4,142 2,854 0 0 0 0 0 0

1676–1700 2,249 1,710 11,868 9,234 0 0 0 0 189 133

1701–1725 1,772 1,338 37,842 29,975 6,747 5,470 2,734 2,520 0 0

1726–1750 14,114 11,536 65,839 53,915 42,697 35,674 5,361 4,695 994 852

1751–1775 12,876 10,656 37,980 31,048 91,660 75,527 1,952 1,590 0 0

1776–1800 309 260 537 474 31,515 26,726 3,478 2,856 439 371

1801–1825 417 338 78 68 80,059 66,777 11,892 9,923 554 507

1826–1850 0 0 0 0 0 0 105 91 0 0

1851–1860 0 0 0 0 350 303 126 110 0 0

Totals 33,102 26,955 158,427 127,668 253,029 210,477 25,648 21,785 2,176 1,862

Voyages Database. 2009. Voyages: The Trans-Atlantic Slave Trade Database

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LESSON 6 Lesson Plans

QuestionsIn what year did the most slaves embark to the Northern U.S.?

To which region did most slaves disembark?

What conclusions can be drawn from this table?

Data Set D: Middle Passage Statistics (continued)

Mainland North Mainland NorthAmerica America

Totals TotalsEmbarked Disembarked

1628–1650 141 100

1651–1675 5,508 3,970

1676–1700 14,306 11,077

1701–1725 49,096 39,303

1726–1750 129,004 106,671

1751–1775 144,468 118,822

1776–1800 36,277 30,687

1801–1825 93,000 77,613

1826–1850 105 91

1851–1860 476 413

Totals 472,381 388,747

Voyages Database. 2009. Voyages: The Trans-Atlantic Slave Trade Database

QuestionsHow many slaves in total embarked 1628–1800 destined on ships for Mainland North

America?

How many slaves in total disembarked 1628–1800 to mainland North America?

What conclusions can be drawn from this table?