| Code |
Description |
| SS.912.AA.1.1: | Examine the condition of slavery as it existed in Africa, Asia, the Americas and Europe prior to 1619.Clarifications:
Clarification 1: Instruction includes how trading in slaves developed in African lands (e.g., Benin, Dahomey). Clarification 2: Instruction includes the practice of the Barbary Pirates in kidnapping Europeans and selling them into slavery in Muslim countries (i.e., Muslim slave markets in North Africa, West Africa, Swahili Coast, Horn of Africa, Arabian Peninsula, Indian Ocean slave trade). Clarification 3: Instruction includes how slavery was utilized in Asian cultures (e.g., Sumerian law code, Indian caste system). Clarification 4: Instruction includes the similarities between serfdom and slavery and emergence of the term “slave” in the experience of Slavs. Clarification 5: Instruction includes how slavery among indigenous peoples of the Americas was utilized prior to and after European colonization.
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| SS.912.AA.1.2: | Analyze the development of labor systems using indentured servitude contracts with English settlers and Africans early in Jamestown, Virginia.Clarifications:
Clarification 1: Instruction includes indentured servitude of poor English settlers and the extension of indentured servitude to the first Africans brought to Jamestown, Virginia by the Dutch in 1619. Clarification 2: Instruction includes the impact of the increased demand for land in the colonies and the effects on the cost of labor resulting from the shift of indentured servitude to slavery. Clarification 3: Instruction includes the method by which indentured servants were able to own private property, farm crops and make money, realizing the payout of property and supplies at the end of their contracts. Clarification 4: Instruction includes the shift in attitude toward Africans as Colonial America transitioned from indentured servitude to race-based, hereditary slavery (i.e., Anthony Johnson, John Casor). Clarification 5: Instruction includes the Virginia Code Regarding Slaves and Servants (1705).
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| SS.912.AA.1.3: | Analyze the reciprocal roles of the Triangular Trade routes between Africa and the western hemisphere, Africa and Europe, and Europe and the western hemisphere.Clarifications:
Clarification 1: Instruction includes the Triangular Trade and how this three-tiered system encouraged the use of slavery. Clarification 2: Instruction includes what made indentured servitude contracts a risky investment for colonists, based on economic and social factors. Clarification 3: Instruction includes how the desire for knowledge of land cultivation and the rise in the production of tobacco and rice had a direct impact on the increased demand for slave labor and the importation of slaves into North America (i.e., the importation of Africans from the Rice Coast of Africa).
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| SS.912.AA.1.4: | Examine the development of slavery and describe the conditions for Africans during their passage to America.Clarifications:
Clarification 1: Instruction includes the Triangular Trade routes and the Middle Passage. Clarification 2: Instruction includes the causes for the growth and development of slavery, primarily in the southern colonies. Clarification 3: Instruction includes percentages of African diaspora within the New World colonies.
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| SS.912.AA.1.5: | Explain the significance of England sending convicts, vagabonds and children to the colonies.Clarifications:
Clarification 1: Instruction includes the reasons England sent convicts to the colonies and the impact it had on the lives of both the convicts and the colonists (i.e., prosecution for political reasons, theft, deception). Clarification 2: Instruction includes the English practice of enclosure and how it forced people to leave the lands causing them to be without work and homes. Clarification 3: Instruction includes the causes and consequences of England’s forced child migration to the colonies.
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| SS.912.AA.1.6: | Describe the harsh conditions in the Virginia Colony.Clarifications:
Clarification 1: Instruction includes the failures in early Jamestown (i.e., disease, drought, conflicts with native populations, starvation, lack of clean water, education, religious expectations, lack of healthcare). Clarification 2: Instruction includes how the Jamestown Colony did not stabilize until the introduction of women.
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| SS.912.AA.1.7: | Compare the living conditions of slaves in British North American colonies, the Caribbean, Central America and South America, including infant mortality rates.Clarifications:
Clarification 1: Instruction includes the harsh conditions and their consequences on British American plantations (e.g., undernourishment, climate conditions, infant and child mortality rates of the enslaved vs. the free). Clarification 2: Instruction includes the harsh conditions in the Caribbean plantations (i.e., poor nutrition, rigorous labor, disease). Clarification 3: Instruction includes how slavery was sustained in the Caribbean, Dutch Guiana and Brazil despite overwhelming death rates.
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| SS.912.AA.1.8: | Analyze the headright system in Jamestown, Virginia and other southern colonies.Clarifications:
Clarification 1: Instruction includes the concept of the headright system, including effects slave codes had on it. Clarification 2: Instruction includes specific headright settlers (i.e., Anthony Johnson, Mary Johnson).
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| SS.912.AA.1.9: | Evaluate how conditions for Africans changed in colonial North America from 1619-1776.Clarifications:
Clarification 1: Instruction includes both judicial and legislative actions during the colonial period. Clarification 2: Instruction includes the history and development of slave codes in colonial North America including the John Punch case (1640). Clarification 3: Instruction includes how slave codes resulted in an enslaved person becoming property with no rights.
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| SS.912.AA.1.10: | Evaluate efforts by groups to limit the expansion of race-based slavery in Colonial America. |
| SS.912.AA.1.11: | Examine different events in which Africans resisted slavery.Clarifications:
Clarification 1: Instruction includes the impact of revolts of the enslaved (e.g., the San Miguel de Gualdape Slave Rebellion [1526], the New York City Slave Uprising [1712]). |
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| SS.912.AA.1.12: | Examine the significance of “Ladinos” (Africans, Atlantic creoles) and Spanish explorers who laid claim to “La Florida.” |
