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
Students
Students
Students
can
can
can
can
consider the reaction to slavery
investigate how slavery still exists in the 21st Century
consider how the American Civil war developed as a result.
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)
1.
What was the
background to
Slavery?
Learning Objectives
(Learning about /
Learning from)
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.
Lesson Content- teaching activities
Use of AFL
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.
Resources
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.
Curriculum
Links
LEA /
Citizenship
links
Citizenship –
slavery, ideas of
ownership
Geography – trading
links, movement
between countries
Literacy – writing;
use of key words
2 stars / 1 wish
Plenary – Act out the slave trade! Move round the room to the
specific points which
Key words
Slavery
Abduction
Abolition
Passage
Enslavement
Media/ICT
Links
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.
2.
3.
Olaudah Equiano- Who was he? - How did he help with
the abolition of the Slave trade?
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. 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