Scheme of Work: Slavery and its impact Year 8

Aim: To ensure students understand the origins of slavery; to understand the impact upon society and legacy.

Citizenship links: To consider what slavery was and ownership of human beings; to consider treatment and abuse; to understand motivations for abolition; to consider what the legacy was and consideration of racism.

Levels: Level 4: To be able to describe what Slavery was and how it worked; to be able to use key words; to write in sentences and paragraphs Level 5: To be able to explain what slavery was, how it impacted upon people, and reactions. To be able to use key words; to use evidence to support arguments. Level 6: To be able to evaluate the importance of slavery, its impact and its legacy; to compare the reasons for the abolition movement; to be able to use key words; to be able to use evidence in supporting arguments and consider its reliability.

Where this unit fits in: This unit links to the Empire SoW – It offers students the opportunity to explore how the Empire directly affected one group of people, and the impact it had upon society and culture.

Key words: Slavery, legacy, abolition, plantation, trade, triangular, middle passage

End of unit assessment: Students will have two written assessments, both of which focus upon evidence and long form answers. Students will be supported through sentence starters and key words.

Contribution to SMSC:

Empathy : to understand how slavery impacted upon ordinary people and their lives; to consider how people reacted to it. Interpretation: To understand how some people were supportive of abolition and others were not, and why. Synthesis: To investigate the different views on slavery and their importance.

Resources: Ppts, video clips, role plays, source packs, sentence starters

Links to future learning:

Students can consider the reaction to slavery Students can investigate how slavery still exists in the 21st Century Students can consider how the American Civil war developed as a result. Students can consider the impact of the abolitionists. Literacy – literacy is embedded in every lesson, in the form of PEE paragraphs/Key words.

No. Lesson

Title/Aim

(Key Questions)

Learning Objectives

(Learning about /

Learning from)

Lesson Content- teaching activities

Use of AFL

Resources Curriculum

Links LEA /

Citizenship links

Media/ICT

Links

1.

What was the background to Slavery?

4 – to describe the purpose of the slave triangle. 5 -To be able to explain why the slave triangle existed and the impact it had on those involved. 6-7 - To begin to evaluate some of the arguments for and against the slave trade.

Starter – watch the clip. As it is paused, students will be discussing what they think is happening. Next – Give students the sheet of pictures. In pairs, they need to plot them in correct order by writing down the numbers in sequence. Swap books and assess if they are correct. Afl – peer assessment. Next – Can you identify the positive and negative aspects of the Slave trade? Think, pair, share! Next – show students the image of the triangular passage. Next – students receive the triangular passage sheet. They need to cut out the pictures and text, and then stick it on the sheet in the right place. Plenary – Act out the slave trade! Move round the room to the specific points which

4 – to describe the purpose of the slave triangle. 5 -To be able to explain why the slave triangle existed and the impact it had on those involved. 6-7 - To begin to evaluate some of the arguments for and against the slave trade.

Citizenship – slavery, ideas of ownership Geography – trading links, movement between countries Literacy – writing; use of key words

2 stars / 1 wish Key words

Slavery

Abduction

Abolition

Passage

Enslavement

2.

What was life like before enslavement?

4 – to describe what life was like for Africans before enslavement by using sources 5 – to be able to use sources to describe and explain what life was like in Africa before enslavement 6- to be able to use sources to complete an empathy exercise about life before slavery.

Starter – inference grid – what observations can you make about life for Africans before Slavery? Students are to work in pairs. Next- Using the source packs, students are to find out about these three parts of life: People & environment

• What was communication like between towns at this time?

• Where was the best place to grow crops at this time?

• City & Village Life

• What were the streets like? • How was soap made? • What sorts of musical entertainment existed? •

Trade & Markets • What sorts of goods were traded from Benin? • Which European countries were the first to trade

with Benin? • How long did it usually take to agree trading prices?

Students are to swap and compare answers. AfL – peer assessment Next – imagine you are one of the first Europeans coming to Benin City. Write a diary entry explaining: What the city is like What you have noticed How you think people live Why you think Europe is now important to Benin Plenary – Quiz: Round 1 – The Slave trade

• Write a definition of a Slave. • Between where and where were slaves transported

in the slave triangle? • What did Europeans get out of the Slave trade?

Round 2 – Benin City • Name some goods which were traded from Benin? • Which Europeans traded first with Benin? • What was everyday life like in Benin?

4 – to describe what life was like for Africans before enslavement by using sources 5 – to be able to use sources to describe and explain what life was like in Africa before enslavement 6- to be able to use sources to complete an empathy exercise about life before slavery.

3.

Who was to blame for the enslavement of Africans?

4 – to be able to describe reasons for one country’s involvement in slavery 5 – to be able to explain reasons for one or more countries 6 – to be able to evaluate who was most responsible for the enslavement of the Africans

• Starter – who was to blame? What can you infer? And why?

• • On the following slides you are going to be

presented with 3 sources. • After you have read each source you are to discuss

with your partner you impressions about what has been said.

• Once you are finished, think of questions to ask about the source.

Feedback, class discussion. Next – source investigation. Students will be put in groups, and given a pack of sources. They have to consider the answers to two questions: Did it happen before or after 1440 and why? What are your reflections on how the Slaves were treated? PEE – write a PEE paragraph stating who you believe is responsible for Africans’ enslavement, and why. Make sure that examples of evidence are used to support your views. AfL – peer assessment. Model an answer for those who need support.

• Plenary - Who do you believe is to blame for Africans becoming enslaved and why?

4 – to be able to describe reasons for one country’s involvement in slavery 5 – to be able to explain reasons for one or more countries 6 – to be able to evaluate who was most responsible for the enslavement of the Africans

4.

What was it like during the voyage of the middle passage?

4: to describe information from the sources about life on the Middle passage. 5: to be able to explain the conditions on the middle passage and compare the content of sources. 6 and 7 to be able to use information from the sources to write your own questions and be able to explain the usefulness of sources.

Starter – Show students the picture of the inside of the slave ship. What words can they think of to describe it? How do they think it must have felt to be a slave, in those conditions?

What does the image tell us about how slaves were transported?

What does the image not tell us that we’d need to find out?

Students will be given a variety of sources during the lesson. They need to:

Match the source to a question it answers. Write the source number and question in your book

and answer the question fully. Show thinking skills (level 6-7) while completing each source task?

• Write a list of additional questions about the sources, ready to ask other students.

• Which source is the most useful and why for finding out what life was like on the middle passage and why?

• Afl- peer assessment. Swap answers and see if your partners have the same ideas that you do, or not.

Plenary Which sources tells you about........... Ask the group your own questions??? Can you reach level 6-7 also?

4: to describe information from the sources about life on the Middle passage. 5: to be able to explain the conditions on the middle passage and compare the content of sources. 6 and 7 to be able to use information from the sources to write your own questions and be able to explain the usefulness of sources.

5.

What happened at a slave auction?

4: to be able to describe what a slave auction was. 5: to be able to explain how a slave auction worked. 6 and 7: to be able to reflect on why people behaved or were treated differently at a slave auction.

Starter – on the desk, put a few items out – a bar of chocolate, a smartphone, and a pen. Ask the students how much they want these items, and ask them to bid for them. How much are they prepared to pay? What does “auction” mean? Ask the students to choose between four definitions. Next – students are to watch a clip of a slave auction. Then the following questions to the class, think, pair, share!

• What do the slave owners do at a slave auction? • How are the slaves treated at the slave auction?

Higher order thinking • Why do different slaves behave in different ways? • Why did different slaves get different bids? •

• Create a newspaper article on a slave auction. • Adapt to your different learning styles! • Like visual things? – include some images of the

events! • A factual writer? – write an account of what

happens. • Creative? – create an imaginary interview with a

slave or slave trader. • Imaginative with words? – write some catchy

headlines. AfL – peer assessment. Swap and mark with 2 * and a wish!

• Plenary: What level have you reached and why?

4: to be able to describe what a slave auction was. 5: to be able to explain how a slave auction worked. 6 and 7: to be able to reflect on why people behaved or were treated differently at a slave auction.

6.

What was life like on Plantations?

4 to be able to describe life on the plantations using picture sources 5 to be able the describe and explain conditions on the plantations using picture sources and some written sources 6 – 7 to be able to analyse information from all written sources and some picture sources about life on the plantations.

Show students the source poem – print it out so that each table has a copy. Then ask the following questions:

• We can learn from this source that…. • For example it says……. • This tells us that…….. • It could also tell us…… • Think about Jobs, punishment, living conditions and

attitudes. Show students the clip. Ask questions – what does this tell us about how slaves were treated? Is it a reliable source? Next – source packs – students need to assess the sources provided and explain the following: Evidence of bad conditions Evidence that some slaves were treated well Challenge task – how would the slaves describe the conditions that are shown? Draw a speech bubble! Extn - compare the conditions on the slave ships to the plantations. Which do you think is worse – and why? Written task – application of knowledge:

• Create an interview with 2 people involved in the slave trade.

• You should show contrasting opinions in your interview.

• Each person should be asked at least 6 open ended questions.

• Be ready to perform at the end. Afl – peer assessment. Students need to listen and assess their peers on use of literacy and oracy. Are their facts correct? Are they delivering the ideas confidently? Plenary

• What do the following images tell us about the Slave Trade.

• Use all your knowledge from our Slave Trade lessons so far.

4 to be able to describe life on the plantations using picture sources 5 to be able the describe and explain conditions on the plantations using picture sources and some written sources 6 – 7 to be able to analyse information from all written sources and some picture sources about life on the plantations.

7.

How did Slaves revolt, and why?

to be able to describe some types of slave resistance. Most (level 5) to be able to compare the different types of slave resistance. Some (level 6–7) to be able to evaluate and compare the effectiveness of different types of resistance

What do the terms “rebellion” and “protest” mean? How do you think people protest if they are unhappy? – link in to modern revolts, eg the Arab Spring. Show students the first source of slave rebellion. Key question is what can they infer about how slaves were treated from this source. What can they list? What can describe about slave resistance? What can they explain about slave resistance from this source? Next – go through a series of questions on the slides. Ask students to decide which answer they would choose, and write it down. Whole class. Show students the scores, and the answers. Ask them to think if this is how they would react/behave if they really were a slave. Students are to sort through active/passive resistance, and decide which they think is the most important in making the point of protesting against slavery. Plenary – why did slaves revolt? And what do you think was the most effective method?

4-to be able to describe some types of slave resistance. Most (level 5) to be able to compare the different types of slave resistance. Some (level 6–7) to be able to evaluate and compare the effectiveness of different types of resistance

8.

What was the role of white people in abolishing slavery?

4-to be able to describe what white people did to end slavery. Most (level 5): to be able to explain how and why white people’s actions were important in the abolition of the slave trade. Some (level 6 and 7): to be able to analyze the different techniques used by the campaigners and explain how important they think their actions were

Starter – show the students the three sources about abolishing the slave trade. What reasons do they give for keeping slavery? Do you think these reasons are justified? Next – show students the clip. What does this tell you about the abolition of slavery? Next – students are to write down the three sub headings of why slavery was abolished. Without any other knowledge, why do you think these are important? Next – in groups, students are to use the information packs. They need to find the answers to the following questions: What was the campaign tactic used? What were its strengths? What were its weaknesses? AfL – group assessment. Compare the answers in your group. What have you identified that is the same, what have you identified that's different? Plenary – Hot seating. Ask two questions: What did white people do to end slavery? How and why were white people's actions important in the abolition of the slave trade?

4-to be able to describe what white people did to end slavery. Most (level 5): to be able to explain how and why white people’s actions were important in the abolition of the slave trade. Some (level 6 and 7): to be able to analyze the different techniques used by the campaigners and explain how important they think their actions were

9.

What was the role of Black people in abolishing slavery?

Everyone (level 4): to be able to describe the role of black people and economics in the abolition

of the Slave Trade. Most (level 5): to be able to

explain the role of black people and economics in detail and

start to compare the different reasons for abolition

Some (level 6 and 7): to be able to compare in detail the different reasons for the

abolition of the slave trade and begin to pick out the most

important factor.

Starter – re-cap from last lesson. What did white slave owners do to abolish slavery? Discuss with your partner, use the key words to help jog memories. Feedback! Next – Show students the sub headings. Split them into groups of 3. Explain that each is going to have a research task to do and then they will be feeding back to the rest of the group. The questions they are asked are:

1. Olaudah Equiano- Who was he? - How did he help with the abolition of the Slave trade?

2. 2. Slave revolts- What were these?- Where did the most serious revolt occur and what were the consequences?- How did this help with the abolition of the slave trade?

3. 3. Economics- Which countries started selling cheaper sugar?- What happened to the plantations in the West Indies as a consequence? - How did this help with the abolition of the slave trade?

PEE- empathy role play. Students need to choose one of the following characters: Granville Sharp, William Wilberforce, or Olandoh Equiano, and write a speech in character explaining why they think slavery should be abolished.

AfL – peer assessment. Swap and peer mark!

Plenary

Vote and discussion - ABCD

What was the most important reason for the abolition of the Slave Trade?

White campaigners?

Black people’s actions

3. Economics

Everyone (level 4): to be able to describe

the role of black people and economics in the abolition of the

Slave Trade. Most (level 5): to be able to explain the

role of black people and economics in detail and start to

compare the different reasons for abolition Some (level 6 and 7): to be able to compare in detail the different

reasons for the abolition of the slave

trade and begin to pick out the most important factor.

10.

Legacy of slavery

4 – to describe what the legacy of Slavery was 5 – to explain what the legacy of slavery was 6 – to evaluate the impact of slavery

Starter – show the students the clip about slavery. They need to watch it and consider what the impact of Slavery was. They can discuss in pairs and then choose one half to feedback. Next – Explain that you are going to show the students a series of images that are the legacy of slavery. They need to decide which is a POSITIVE or NEGATIVE effect of Slavery. Extn – which is the most positive and most negative impact of slavery? Explain why. Design a poster about the impact of Slavery. Students are to do this in pairs, and vote upon whose is best! Plenary – what was the impact of Slavery?

11. Assessment