24 lessons max

Guiding question: What is the impact of Slavery?

AOI: How can I contribute to the community, How can I help others?

At the end of this unit students should be able to:
  • Explain what slavery is and the key historical events of the trans-atlantic slave trade
  • Appreciate the impact of slavery on individuals and communities
  • Consider the varieties of ways in which individuals and communities worked/can work to end slavery
  • Compare and contrast slavery today with slavery in the past

Background information

This unit forms part of an interdisplinary study on 'Africa'. It culminates in an independent study on slavery today and the taking of action by students to try and contribute towards change.

Two key summative assessments, firstly the production of an anti-slavery propaganda speech (criteria A+D) and secondily the production of a persuasive letter to a government, company etc concerned with modern slavery (B+C).

Formative assessment: key facts tests throughout, production of speech on Africa before the arrival of the Europeans.

Lesson 1: What is slavery: definitions and examples.

Using materials from students look at a wide variety of examples of slavery throughout history. Students attempt to reach a consensus on the simularities and therefore a definition of slavery. For homework students research one example of slavery from the selection and produce 1 side A4 on the subject (can't choose trans-atlantic slave trade).

Lesson 2: Africa before slavery

Use notebook file 'Africa Culture' and the textbook pages 10+11 to introduce the question of what Africa was like before slavery. Students use the evidence on the source sheet to disprove the comments of David Hume (sheets availiable).

Lesson 3: The Transatlantic slave trade
  • Review of difference between european perception of Africa and the reality.
  • Use Notebook file to demonstrate what the Trade triangle was. Kinestic demonstration of what it was. Students use worksheet to complete blank diagram with details of what was taken on each leg of the journey. Mention ‘Middle passage’
  • Plenary: Taboo cards with some of the key words so far.

Lessons 4-10: Capture and middle passage, sections from Roots.
  • Taking notes from ‘Roots’ episodes 1+2 on the way in which slaves were captured and the experience of the middle passage – questions available to guide students.. Also looking at primary sources and doing ‘slave ship’ kinestic learning exercise. Section on Olaudah Equiano in textbook.
  • Including assessment task: Production of anti slavery propaganda speech focusing on middle passage. Assessment guide & rubric given out. Students watch youtube video of MLK's 'I have a dream' speech: 12.30min to end (about 5 minutes), what makes this a good speech? Repitition, not rushing, attention to audience, making it personal (my children), drawing on peoples already existing beliefs (faith).
  • Go through sheet 'how to write a speech'
  • Students now begin drafting the speech. Begin by deciding on content of their speech, focus of speech, etc.
  • Students deliver speech, assessed on criteria A & D.

Lesson 11: What happened on arrival/slaves as property.
  • Work based on pages 16/17 from living through history text book.
  • Starter: What makes us an 'individual person' rather than a possesion?
  • Main: Read information on page 16.
  • Students work individually to do question 1&2 from page 17.
  • Plenary: Students then work in their groups to produce a 'still life' of one of the ways in which black people were turned into a possession.
Lessons 12+13: Slave life.
  • Recap still lifes by showing pictures of other groups performances and asking students to identify what each one represents.
  • Show students PowerPoint on plantation life.
  • Students use the range of visual and written sources at the end to produce a biased picture of plantation life. (2 lessons approx).
  • Source work using slave life source worksheet

Lesson 13-15: Slave resistence, active and passive resistence, underground railroad etc.
  • Active Vs Passive resistence. Students complete worksheet on their own 'type' of resistence using sheet 'slave resistence'. They then identify examples of real slave resistence and catagorise them as active vs passive. slaveresistance.pdf
  • Homework could be to research an example of modern day 'resistence' and identify whether passive or active. Or work through the activity on the underground railroad at and print the sheet they produce at the end.
  • Underground railroad, Work through in groups 'the journey' and make notes on specific people, obstacles, and conditions that the escaping slaves faced. (each group has 10 minutes on the board). Students that are 'last' can work through information on p28/29 of living through history text book). Alternatively they could take turns half a class at a time to do the same thing, 25 minutes each half group. Each group should incorporate specific information from these narratives and from the online journey to create a three to five minute skit depicting one part of an escaping slave’s journey. They should decide where their skits will take place and show these locations on a map. There can be several characters in a skit, but students must maintain realism by remembering that slaves usually traveled alone or with just a few others. One group member may be a narrator. They should also explain to the class, either before or after their performances, what they believe would have been the most difficult part or parts of this person’s experience. (activity taken from national geo site.) Perform skit next lesson.
  • Use of slave songs as resistence: students design their own coded 'resistence song/rhyme to school and present to class.

Lesson 16: Abolition of slavery
  • How & why was slavery abolished? Official abolition, civil war etc. 2 lessons or so.
  • Starter: students look at the 'scratcher' at Students given introduction to the period through PowerPoint, including the Enlightenment.
  • Students then work in groups looking at a range of sources relating to the end of slavery: they have to 5'W each source as a group and then answer a couple of questions about what it tells use about the abolition of slavery. One member of the group must be the designated 'expert' and be prepared to feed back to the whole class next lesson.
  • 2nd lesson: students feedback and then sort a range of reasons into political/moral/economic reasons on a Venn diagram.
Lesson 17: Civil Rights
  • Martin Luther and Malcolm X. Non-Violence etc. 2 lessons
  • Students are shown and each comes up with 2/3 'wondering' questions about the civil rights movement (P4C model). Discuss these questions and summarise the era.
  • Introduction to discrimination that still existed in the USA in the 1950's. Civil Rights pdf sheet introduces bus boycott and sit-ins and the benifits/problems of non-violence.
  • Two very distinct forms of protest: non-violent and violent.Show Malcolm X video 'by all means necessary' (youtube etc) about 4 minutes in. How is this different to MLK? What are the advantages/disadvantages of each?

Lessons 17-22: Slavery today

  • Beginning of assessment task looking at slavery in the modern world and culminating in production of letter to involved group calling for more to be done. Students have to research an example of modern slavery, distil the facts and then produce a persuasive letter. Criteria C: use of evidence and B: Global awareness. Or depending on time left, group dynamics etc then a 2nd possible assessment task could be to work as a group to produce an awareness raising campaign and 'make a difference'. This could involve: writing to a group, person, organisation calling for action (letter or email), producing a poster campaign/assembly etc to raise awareness in the school/community, encouraging the purchasing/selling of fair trade products such as chocolate in the school, Production of a video, Production of awareness raising blog.
  • - with music to open.
  • Lesson 1: Activity 3 from Slavery and Human Rights part 3 pack. Students look at examples of modern day slavery and identify what it is. Plenary: Students given 'fact sheet' from Part 1 and asked to reflect on what most surprises/shocks them about it.
  • Lesson 2: Activity 5 from Slavery and Human Rights part 3 pack. Students look at and compare examples of modern slavery. What is consistent? Students then devise research questions and research their example for homework.
  • Lesson 3: Students watch video, for a further introduction to the problems of modern slavery and how they can do something to help. Students also do activity 3 from pack 4 on modern slavery. Taking a look at what people have done to try and end it, their successes/failures.
  • Lesson 4: Planning their action. Students need to consider how they can take action against the example of slavery that they researched for lesson 2 & homework. Who should be contacted? Students plan and draft a letter to an organisation demanding to know what they are doing/what more could be done etc.... OR they work in groups to produce a campaign including a letter, posters, blog, video, awareness raising, assembly etc....
  • 2/3 lessons drafting
  • Post them!
  • Finish. Perhaps some Roots right at the end.