Course Objective #1
Place the phenomenon of "American" slavery in an African history and Atlantic history context.
Course Objective #2
Recognize the diverse experiences of new world slavery and the diversity of African responses to it, both cultural and political.
Course Objective #3
Identify trends in the historiography of new world slavery.
Course Logistics
Dates Winter 2027: Wednesday, January 13 to Tuesday, February 9, 2027 Grade Levels Supported: Especially for grades 8-12 Course Format: Online, asynchronous Professional Development Points (PDPs): 22.5 PDPs Graduate Credit: 1 optional graduate credit available ($180) with credit accreditation through Southern New Hampshire University Fee: $750 (contact us at [email protected] to enroll in the course using a Purchase Order)
Massachusetts Standards & Professional Alignment
[WHI.T1] Dynamic interactions among regions of the world; [WHI.T5] Global exploration, conquest, colonization, c. 1492–1800
Course Overview
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Course Overview
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Image Credits
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Africans in the Age of Atlantic Slavery Course Syllabus
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"Teaching Atlantic Slavery with Digital Resources" Final Assignment Guidelines
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Course Guidelines
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Discussion Forum Guidelines
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Graduate Credit Assignment & Registration Information
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Session One Readings & Activities
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Introducing Africa and the Atlantic World: Primary Source interviews historian John Thornton
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Readings: "West Africa Before the Europeans" and "Africa and the Atlantic Slave Trade"
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Activity 1: Africans and Europeans View the Other: What Does the Evidence Tell Us?
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Analyzing Maps Activity
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Activity 2: Case Studies of African Leadership and the Slave Trade
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Biographical Case Study #1: Abd al-Qadir of Senegal (18th century)
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Biographical Case Study #2: King Kpengla and King Adandozan of Dahomey (late 18th and early 19th century)
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Biographical Case Study #3: King Garcia II and the Kongo (17th century)
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Discussion Forum: Session One
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Session One Journal Reflection
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Session Two Readings & Activities
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Read/Think Now: Pondering a historical "vignette", the story of Ayuba Suleiman Diallo
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Overview of the Transatlantic Slave Trade
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Activity 1: Documenting the Experience of the Middle Passage using Primary Sources
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Activity 2: Media Analysis - The Middle Passage on Film
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Discussion Forum: Session Two
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Optional Resource: The Geography of the Slave Trade
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Optional Resource: Role of Media in Social Studies Instruction
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Optional Resource: The 1619 Project Curriculum and Classroom Resources
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Session Three Readings & Activities
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Activity 1: Scholar Podcast "Comparative Slavery in the Americas: Labor Regimes and Social Experiences"
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Activity 2: Comparing Slave Life in the Americas through Visual Primary Sources
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Activity 3: Reading "A Resistance Too Civilized to Notice"
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Reading "A Resistance Too Civilized to Notice"
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Activity 4: African Cultural Survival in Dance and Religion, from the 17th to the 21st Centuries
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Teaching Atlantic Slavery with Digital Resources: Assignment Introduction and Task
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Discussion Forum: Session Three
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Curating a Mini-Exhibit for Slave Life in the Americas
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Session Four Readings & Activities
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Reading: Resistance to Slavery, the Anti-Slavery Movement, and Abolition
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Activity 1: Understanding the Anti-Slavery Movement as a Black Atlantic Phenomenon
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Activity 2: The Life of Olaudah Equiano through Primary and Secondary Sources
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Discussion Forum: Session Four
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Teaching Atlantic Slavery with Digital Resources: Continued
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Discussion Forum: Project Proposals and Feedback
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Post-Course Survey
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Final Project Submission
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Graduate Credit Project Submission
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What our Educators are Saying
Join hundreds of educators across Greater Boston (and beyond!) who trust Primary Source for engaging, high quality professional development.
I have brought in so many resources, projects, and knowledge to the classroom because of these classes. My students have a richer, more intentional outlook on what we study.
The access to these courses is such an asset. Within my department, I have taught several different curricula, and Primary Source has been such a resource for me to help me feel more comfortable with historical context for texts that are new to me.
Primary Source programs have introduced me to a variety of perspectives along with concrete strategies of how to incorporate them into my classroom. I leave every session with a lesson that I can immediately implement.
I have brought in so many resources, projects, and knowledge to the classroom because of these classes. My students have a richer, more intentional outlook on what we study.
The access to these courses is such an asset. Within my department, I have taught several different curricula, and Primary Source has been such a resource for me to help me feel more comfortable with historical context for texts that are new to me.
Primary Source programs have introduced me to a variety of perspectives along with concrete strategies of how to incorporate them into my classroom. I leave every session with a lesson that I can immediately implement.
About Primary Source
Primary Source educates global citizens by working with teachers to foster students’ knowledge, skills, and dispositions for thoughtful and engaged citizenship. With our guidance and resources, teachers cultivate students’ civic-mindedness, cultural awareness, and global competence, preparing them for our increasingly diverse and interconnected world. We collaborate with teachers, schools, and educational organizations to offer professional development programs and resources that help make global, civics, and cultural education an integral part of every student’s classroom experience. Our engaging face-to-face and online programs, curriculum resources, and international study tours enhance global understanding, civic engagement, and cultural understanding, and help thousands of teachers every year bring the wider world to their students. To learn more, visit our homepage at primarysource.org!