The KING’S Medium Term Plan – History
Y8 Learning Cycle 2 Programme
Module 2
History
Overarching
Challenging
question
Why and how have lives changed across the world?
Subject
Challenging
Question
How much did the lives of slaves change in the last 300 years?
Lines of Enquiry
Lines of Inquiry
This unit is about change with a specific focus on the slave trade and the British Empire. It will allow pupils to not only see the
consequences of the slave trade but will allow access to a lot of historical source analysis. Higher order thinking will be analysing
sources for reliability and usefulness
Week 1: Why did Britain need an empire?
Week 2: Why was slavery so profitable?
Week 3: How did the Trade Triangle make nations rich?
Week 4: What was life on the plantations like for slaves?
Week 5: How did opposition to slavery build up?
Week 6: Revision, learning homework – incorporate the skills developed this semester. Assessment week.
Week 7: Gap teaching – from assessment analysis.
Progress
Objectives
By the end of this semester, students in history will be able to:
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recall why the English Civil War began
research the key battles during the English Civil War
analyse how much the English Civil War changed England
examine whether Cromwell needed to behead Charles I
understand the causes and consequences of the English Civil War
evaluate how necessary the English Civil War was
compare and contrast Britain before the war and Britain after the war
propose how Britain could be different had the war not happened
Week 1
Why did Britain need an empire?
(2 Hours class
learning + 1
home learning)
Lesson 1: A country could benefit from having an empire
Progress Outcomes:
Describe some of the reasons Britain would need an empire
Explain why an empire would help Britain grow
Analyse/debate how important an empire was to Britain
Learning Activities:
1.
Do Now: Brainstorm – what is an empire
2. Worksheet and questions about empire
3. Create Speech about necessity of having an empire using evidence
Lesson 2: ‘The British Empire was powerful and noble’
Progress Outcomes:
Recall why having an empire was useful
Explain some ways that the empire showed Britain was powerful
Interpret sources in order to decide what were the good and bad points about the British empire
Evaluate the hypothesis using evidence to support what you have written
Create links between the good and bad reasons
Learning Activities:
1. Complete a do now task to recall why an empire was useful
2. Identify why the British Empire showed Britain was powerful using a map
3. Answer some questions on sources to decide the good and bad points of the British Empire
4. Investigate how accurate the hypothesis is and why
REACH Marking can be completed at this point
Home learning:
Write a speech explaining to your people why it is important that you build an empire.
REACH:
Suggesting creative categories for the reasons for and against categories.
Week 2
Why was slavery so profitable?
(2 Hours class
learning + 1
home learning)
Lesson 3 and 4: Slavery was profitable but Britain have followed other routes
Recall the reasons for having an empire
Discover what made slavery profitable (explain)
Analyse how profitable slavery was in comparison to alternatives
Create an alternative plan to grow Britain without slavery
Learning Activities:
1. Research based task to find out what slavery was
2. Carousel on why slavery was profitable
3. Peer teaching and assessment
Peer and self assessment used at this point
Home learning:
In this week’s homework students will report on the debate they have had in class. They will discuss the debates that they
had in their groups and the conclusions that they came to as well as stating whether they agreed with the consensus of the
group and why is the case.
REACH:
Students will debate in groups allowing them to discuss opinions and weigh up evidence before demonstrating what they
have came up with to the class.
Week 3
How did the Trade Triangle make nations rich?
(2 Hours class
learning + 1
home learning)
Lesson 5: The Trade Triangle was mostly Britain’s creation
Progress Outcomes:
Define the Trade Triangle
Explain how the Trade Triangle made nations rich
Evaluate if the Trade Triangle was an effective profit making scheme
Estimate how likely Britain would have been to be left behind had they not participated
Learning Activities:
1. Do Now; What was the Trade Triangle?
2. Video on the Trade Triangle with questions
3. Create a presentation discussing how the Trade Triangle made people rich
Lesson 6: The Trade Triangle made Britain into a world power
Progress Outcomes:
Recall what the Trade Triangle was
Explain how Britain became powerful by taking part in the Trade Triangle
Analyse the strengths and weaknesses of taking part in the Trade Triangle
Justify an overall conclusion in which you assess whether it was ultimately worth it, being part of the Trade Triangle
Learning Activities:
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Do now: What was the Trade Triangle?
Group work to identify how Britain became powerful by taking part in the Trade Triangle, worksheet
Analysis work to divide consequences of the Trade Triangle into advantages and disadvantages
Using the information students have gathered pupils must give arguments for and against taking part in the Trade
Triangle
REACH marking used at this point
Home learning:
Pupils must learn off a series of key words in order to complete a spelling test in the following lesson
REACH:
Pupils must use counter-factual reasoning to explain what may have happened if Britain had never taken part in the Trade
Triangle
Week 4
What was life on the plantations like for slaves?
(2 Hours class
learning + 1
home learning)
Lesson 7: Slaves had a completely different life from their masters
Progress Outcomes:
Describe what life was like for the slaves
Explain what the life of a slave was like on plantations
Analyse the reliability of sources for providing a whole picture of slavery
Create a hypothesis for the lesson
Learning Activities:
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Do Now: What can we tell from this source about the lives of slaves
Source analysis on the life of slaves in the plantations using think pair share
Compare with the life of the plantation owners using group discussion and then writing.
Produce a court hearing based on whether to charge the owners guilty of maltreatment.
Lesson 8: All slaves had the same experiences
Progress Outcomes:
Describe what life was life for slaves based on prior learning
Explain what similar experiences slaves had when working on different plantations
Analyse what the similarities and differences were between the slaves in the various sources
Create a Venn Diagram for the various sources
Learning Activities:
1. Do now: What were the lives of slaves like based on prior learning
2. Read through a variety of sources and explain what similar experiences the slaves shared
3. Create a list of similarities and differences from each of the sources using quotes to support what they are saying
4. Evaluate the hypothesis in a paragraph
Peer and self assessment used at this point
Home learning:
Pupils must research what other countries participated in the Slave Trade and compare this to Britain to be peer assessed
next week.
REACH:
Students should compare lives of slaves to another historical event and note down similarities and differences.
Week 5
How did opposition to slavery build up?
(2 Hours class
learning + 1
home learning)
Lesson 9: There was no opposition to slavery before 1800
Progress Outcomes:
Describe why certain people did not oppose slavery
Explain why certain people opposed slavery
Analyse who opposed and supported slavery and why this may be the case
Evaluate the hypothesis, do you agree or disagree and why?
Learning Activities:
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Do now task: What reasons would people have for supporting slavery?
Read through information and explain why certain people opposed slavery
Analyse who supported and who opposed slavery based on the worksheet and why?
Hypothesis evaluation using PEE paragraph
Lesson 10: Everybody wanted to abolish slavery
Progress Outcomes:
Recall the reasons behind people supporting abolishing slavery
Explain why people wanted to abolish slavery
Analyse whether or not everybody wanted to abolish slavery
Evaluate how damaging it was for some people financially to get rid of slavery
Create a list of alternative ways for these people to make money
Learning Activities:
1. Do Now, recall the reasons behind people supporting abolishing slavery
2. Using the sources, explain the reasons behind people wanting to abolish slavery
3. Using the extra source, why did people not want slavery to be abolished? Use PEE
4. Research the arguments of the owners of large plantations and what would happen to them if slavery was abolished
Peer and self assessment used at this point
Home learning:
This week’s homework is to prepare for the assessment, students will be given revision materials which they will interact
with.
REACH:
Creating a list of alternatives for the plantation owners in order to allow them to still make money whilst approving of getting
rid of slavery
Gap Analysis Reinforcement
Gap
Reinforcement
This end of module time will be allocated to re-teaching any gaps discovered in each individuals knowledge as a result of the
assessment process
Extended Learning
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Compare the life of slaves under British rule to the treatment of the native Americans
Research slavery across other empires
Are we still feeling the effects of slavery today?
How would the does the slave trade make the British Empire look to people today?
How significant was the Slave Trade?