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8th grade Everyday life, work and trade in New England, the Middle Colonies and the South worksheet

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Everyday life, work and trade in New England, the Middle Colonies and the South

Grade 8 Social Studies Worksheet - Challenge Me

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    How big was the Atlantic slave system? (cards A to E). Card A, from an essay by the historian David Eltis in the SlaveVoyages project, based on its database of voyages (as printed): "over the whole period of the trade, some 12.5 million slaves had been shipped from Africa, and 10.7 million had arrived in the Americas". Card B, the same essay (as printed): "as late as 1820, nearly four Africans had crossed the Atlantic for every European"; sugar plantations were "absorbing well over two thirds of slaves carried across the Atlantic by the major European and Euro-American powers"; and the slave traffic to Brazil was "eventually accounting for about forty percent of the trade". Card C, the economist Barbara Solow, 1991, as the National Park Service prints it: "Europeans brought 8 million black men and women out of Africa to the New World between the 16th and 19th centuries". Card D, the same essay by Eltis (as printed): "Free European migrants and indentured servants never traveled across the Atlantic in sufficient numbers to meet the labor needs of expanding plantations." And: "Slavery or some form of coerced labor was the only possible option if European consumers were to gain access to more tropical produce and precious metals." Card E, a summary in our words from the Census Bureau: the census counted the enslaved population as 697,624 in 1790 (the page also prints 697,897) and as 3,953,760 in 1860, the last census to count them. The Eltis essay was first published in 2007.

  2. Card A says 12.5 million were shipped and 10.7 million arrived. What does the gap show, and what does it leave out, Noah asks?

    • 1.8 million fewer arrived, about 14 percent of those shipped, and the card does not say why
    • 1.8 million fewer arrived, and each one of them was lost at sea on the way across
    • 1.8 million fewer arrived, about 1.4 percent of those shipped, and the card does not say why
    • 0.18 million fewer arrived, a small gap, and the card does not say why
  3. Card C says 8 million were brought; card A says 12.5 million were shipped. How should Ari treat the gap?

    • Trust card C more, since its 1991 date is newer than card A's 2007 date, so it is better informed
    • Throw out both estimates completely, since they differ by several million people
    • Both are exactly right, because they count the trade across different oceans and years
    • Treat both as estimates; card A uses later voyage records, so it is likely better informed
  4. A student writes: "Most Africans carried across the Atlantic went to the future United States." How strong is that claim, given card B, Luz asks?

    • Weak: card B says sugar plantations took well over two thirds, Brazil forty percent
    • Strong: card B names the United States as the main destination for those carried across
    • Weak: card B says no one went to Brazil or to the sugar islands, just to the colonies
    • Strong: card B says Africans outnumbered Europeans crossing, so most came to the United States
  5. Card B says Brazil took about forty percent of the trade. Using card A's totals, about how many people is that, Tala asks?

    • About 0.4 million, since forty percent is written as 0.4 of a million people
    • About 40 million, since forty percent of the trade means forty million people
    • About 4.3 to 5 million, depending on which total card A's numbers are used
    • Exactly 4 million, since forty percent is a clean fraction of ten million
  6. Card A comes from an essay based on a database of voyages. What is it best evidence for, Pia asks?

    • An exact head count of each person carried, with no estimated numbers in it
    • What the ships' captains wrote, word for word, in their own logs and letters
    • The price of a sugar crop in 1650, as the plantation owners recorded it
    • A scholars' estimate built from voyage records, with some estimated numbers
  7. Card D says coerced labor was the only option "if European consumers were to gain access" to tropical goods. What does the "if" show, Bo asks?

    • That slavery was unavoidable, since Europeans had no other way to get tropical goods
    • The claim is conditional: it describes how demand was met, not that it was right
    • That Europeans had no choice about trading with Africa and the Americas in that era
    • That consumers refused tropical goods from the Americas, so planters had no market
  8. Which chain from cards B and D best explains why so many Africans were carried to the Americas, Milo asks?

    • Large numbers of Africans arrived first, which then created demand for sugar and tobacco
    • Europeans needed Africans to help settle Africa and to build trading posts along its whole coast
    • The 1808 ban on imports created the demand for plantation produce and for labor in Brazil
    • Demand for produce outran the supply of free workers, so planters used coerced African labor
  9. A student says: "Card B proves slavery in the Americas was only about sugar." How strong is that claim, Zee asks?

    • Strong: card B says each person carried across the Atlantic went to a sugar plantation
    • Weak: card B says sugar was unimportant to the trade, and other crops mattered more
    • Strong: card B names sugar plantations as the main destination for those carried
    • Weak: card B says well over two thirds, which leaves room for other crops and mining
  10. Which new evidence would best test the estimate that 10.7 million arrived, Ren asks?

    • A report on the abolition movement of the 1830s, written by its later leaders
    • Another essay that repeats the estimate of 10.7 million arrivals in its own words
    • More ship logs, port records and insurance papers matched to individual voyages
    • A population count of 1790 for the whole United States and each of its states
  11. Card E: 697,624 in 1790 and 3,953,760 in 1860. About how many times as large was the 1860 count, Esme asks?

    • About 57 times as large
    • About 3.3 times as large, found by subtracting
    • About 5.7 times as large, over seventy years
    • About 5.7 percent larger
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8th grade Everyday life, work and trade in New England, the Middle Colonies and the South worksheet – printable
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About this worksheet

Everyday life, work and trade in New England, the Middle Colonies and the South. Every version has 10 questions, and the answer key prints on the second page.

What your child will learn

  • I can read John Rolfe's report of the August 1619 arrival beside the National Park Service's correction (the ship, its flag and where the people were bound), compare two transcriptions of the same sentence, and say what a colonist's wording shows about whose viewpoint it is.
  • I can weigh a historian's 1942 claim that the slave trade was "the very basis" of New England's economy against Salem and Boston records of ships, cargo and a 1786 voyage, and say what the examples can and cannot prove.
  • I can read SlaveVoyages totals (12.5 million shipped, 10.7 million arrived) against an older estimate of 8 million, and a 1790 census count, and say what each number measures.

Standard: D2.Geo.4.6-8

Common mistakes

Your child chose a true detail that does not answer the question asked.

Your child picked a source that retells the story instead of one made close to the event.

Your child chose a claim bigger than the evidence. One source rarely proves everything.

Questions parents ask

What is the most common mistake with everyday life, work and trade in new england, the middle colonies and the south?

Your child chose a true detail that does not answer the question asked.

Are these 8th grade social studies worksheets free to print?

Yes. All 6 printable versions at each level are free to print, with the answer key, and no account is needed.

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