1. Lesson 1 - Empire

2. Using the clues, decide what you think the new history topic will be.
What do you think the new topic will be about?
Using the clues, decide what you think the new history topic will be.

3. Empire, Slavery and Civil Rights
New topic = new aims
Topic title:
Empire, Slavery and Civil Rights
To know the size of the British Empire,
To understand the three points of the “Triangular Trade”,
To explore the experiences that slaves had,
To investigate why slavery was abolished and the part played by the Underground Railroad
What I did well in our last topic was:
My targets or improvements for our new topic are:
My effort was high…
I achieved my MEG…

4. What do these flags have in common?
Great Britain
Australia
Flag of the British Indian Ocean Territory
What do these flags have in common?
They were and are part of the British Empire

5. Title: The British Empire
Could you give an example of an empire, apart from the British one?
What is special about an Empire?

6. Copy this definition under the new title:
Empire – A group of countries under the control of another country. e.g. the British Empire or the Roman Empire
But why do you think 18th Century Britain wanted an Empire?
Task: Glue in your mini Empire map of ALL of the countries that have ever been in the British Empire. Write your guesses around the map about WHY Britain wanted an Empire.

7. Task: Write these extra ideas around your mini map
For money!
For trade!
For power!
For protection!
For raw materials!
For selling goods!
Task: Write these extra ideas around your mini map
Bright Sparks: Circle or highlight the most important reason why Britain may have wanted to expand its Empire.

8. By 1750, Britain held lands in North America, the West Indies and India.
The colonies provided the raw materials needed to make finished products in Britain (like cotton for materials, spices for food, tobacco to smoke) – and then the finished goods were sold back to the colonies – AT A PROFIT!
These places were known as COLONIES and together they made up the British Empire.

9. Bright Sparks: Label and colour in ENGLAND, NORTH AMERICA and INDIA
Task: Draw some of the trade routes onto your mini map of the Empire in your book.
Bright Sparks: Label and colour in ENGLAND, NORTH AMERICA and INDIA

10. The British Empire was known as the Empire on which “the sun never set”
Can you guess why?

11. If you’re still feeling a little unsure about the British Empire…
Bob Hale’s British Empire report, there is an advert before the video -
…here’s Bob Hale, with the British Empire report! He explains quickly, so listen up!

12. Just like Queen Victoria in this video, you might be surprised by how many things Britain took from other countries…
Queen Victoria, British Things video, with Spanish subtitles! -
Challenge: Can you remember where Queen Victoria got her tea, sugar and cotton from?

13. How’re we doing with our topic objectives?
To know the size of the British Empire,
To understand the three points of the “Triangular Trade”,
To explore the experiences that slaves had,
To investigate why slavery was abolished and the part played by the Underground Railroad

15. Homework – DIY glossary challenge
Due:

16. Lesson 2 – Introduction to the concept of slavery

17. What can you see changing?

18. Can you guess what might have caused the Empire to grow?
By the end of the 19th Century (the 1800s) Britain ruled more than 33.5 million square kilometres of territory and about 370 million people of different languages, cultures and religions!

19. If you saw this sign in a shop window, what would you think?

20. If you saw this sign attached to a piece of clothing, what would you think?

21. But if you saw that the “For Sale” signs were attached to human beings (men, women and children) what would you think?
Today, having ‘For Sale’ signs around the neck of a human being is unthinkable…
…however for much of the 16th and 17th Centuries the idea of buying and selling people was something that many traders thought was absolutely fine.
Could you sell me the person sat next to you?
What are their good qualities? Do they work hard?

22. Slave auctions took place in the West Indies and America – for the slaves who survived the horrific journey across the Atlantic ocean.
As we watch this shocking scene, try to understand that the people selling the slaves – and the people buying them – thought that what they were doing was right and legal

23. Task: Use 3 coloured pencils and create your own key
Task: Use 3 coloured pencils and create your own key. Colour in the reasons why some people believed that slavery was RIGHT
Bright Sparks: You may find that not ALL of the statements fit perfectly into 3 sections. Think of your own section (such as “Laws” or “attitudes”) and put that on your key

24. Which section has the most reasons in it?
What does that suggest about why slavery was allowed?

25. We now understand WHY slavery was allowed to happen…
We now need to understand HOW it happened…

26. Lesson 3 – The Triangular Trade

27. The Triangular Trade
…so, how did it work?

28. The Triangular Trade: Step 1

29. The Triangular Trade: Step 2

30. The Triangular Trade: Step 3

32. The Triangular Trade: Step 4

33. The Triangular Trade: Step 5 (the Middle passage)

34. The Triangular Trade: Step 6

35. And then repeat!

36. North America and the West Indies
England
North America and the West Indies
The outward passage from Britain to Africa carrying manufactured goods.
The middle passage from Africa to the Americas carrying African slaves.
The homeward passage carrying sugar, tobacco, rum, rice, cotton and other goods back to Britain.
Africa
The Triangular Trade worked because each ‘point’ on the triangle had something that another point wanted…

37. Task:
Take a trip around the Triangular Trade of the 18th Century – there are 2 information stations at each point of the triangle.
Bright Sparks: Illustrate your map with what each point of the triangle HAS and what is WANTED. Colour in your map.

38. Can you remember the order for the Triangular Trade?
Summary task:
In the back of your book, put the story of the Triangular Trade in number order (Clue: start with 3!)
Can you remember the order for the Triangular Trade?
Get to Africa and exchange the goods for slaves
Slaves are cleaned up and sold to American/West Indies farmers
Load a ship in England with goods that are popular in Africa
2 month journey across the Atlantic Ocean
Ship returns to Britain and the cargo of sugar, cotton, tobacco and rum make a HUGE profit
Repeat for hundreds of trips, with tens of thousands of slaves
Slave trader then buys loads of sugar, cotton, tobacco and rum

39. Why might some people object to it?
Get to Africa and exchange the goods for slaves
Slaves are cleaned up and sold to American/West Indies farmers
Load a ship in England with goods that are popular in Africa
2 month journey across the Atlantic Ocean
Ship returns to Britain and the cargo of sugar, cotton, tobacco and rum make a HUGE profit
Repeat for hundreds of trips, with tens of thousands of slaves
Slave trader then buys loads of sugar, cotton, tobacco and rum
Why do you think some people (especially traders) liked the Triangular Trade? 3 1 4 2 7 5 6
Why might some people object to it?

40. How’re we doing with our topic objectives?
To know the size of the British Empire,
To understand the three points of the “Triangular Trade”,
To explore the experiences that slaves had,
To investigate why slavery was abolished and the part played by the Underground Railroad

41. Lesson 4 – Capture and transportation

42. To explore the experiences that slaves had,
To modern eyes, it is difficult to imagine the sort of life that a slave might have led…
This lesson we will be exploring the experiences that slaves had of capture and transportation

43. Some slaves were captured as a result of wars between West African kingdoms like Pyo and Dahomey, where capturing and selling an enemy to a slave trader often happened.
Some tribesmen would often venture deep into other territories to kidnap others, and then take them back to the cost to be sold for European goods
The captured Africans were then transported across the Atlantic Ocean in slave ships, where they were chained (usually below decks) and in horrific conditions.
Not all of those who were captured survived the (up to two months) journey. For those who did, life would never be the same again.

44. Title: Capture and Transportation
Date: _________
Capture and Transportation_ ________________________
Capture
Transportation
As we watch clips from the series “Roots”, make a note of what you see when the main character is captured and when he is transported.
When we have finished watching the clip we are going to make a decision about which experience was worse for slaves – being captured or being transported

45. Capture Transportation
Task: Give one, get one
Capture
Transportation
From the clip, and using your shared ideas, have you been able to come to decision about which experience was worse for a slave?

46. How’re we doing with our topic objectives?
To know the size of the British Empire,
To understand the three points of the “Triangular Trade”,
To explore the experiences that slaves had,
To investigate why slavery was abolished and the part played by the Underground Railroad

47. Lesson 5 – Slavery mythbusters lesson

48. Lesson 6 – Abolition

49. “Yes, I still own a slave!”
What would your reaction be if someone proudly said…
“Yes, I still own a slave!”

50. If you had asked that question in the late 1700s, the answer might have been very different from yours!
In the 18th and 19th Centuries, some very rich people proudly owned slaves – and the wealth of the cities in which many of them lived had been built on the slave trade.

51. However…
By the end of the 19th Century, some people were starting to believe that the slave trade was wrong.
Title: Abolition of slavery
Date: ____________
One of the loudest voices against slavery was William Wilberforce
As we watch this clip about the Wilberforce museum, think about the different reasons why some people had begun to change their mind about slavery by the end of the 19th Century.

52. Task: Working in pairs:
Organise the cards into a timeline of the key events from William Wilberforce’s life.
Earliest event
Last event
Bright Sparks
Make a note of the top 5 events from the life of
William Wilberforce.
Make an illustrated timeline of his life.

53. Abolishing the slave trade couldn’t have happened overnight…
Lots of people agree that William Wilberforce was VERY important in bringing about the abolition of slavery…
…but other people would argue that Wilberforce was just one voice out of lots and lots and lots of other people who wanted to abolish slavery.
Abolishing the slave trade couldn’t have happened overnight…
Slavery was a way of life, and people in Britain had been involved with slavery for hundreds of years by the 1800s.

54. So, why did Britain decide to abolish the slave trade in 1807?
In the end, there were many reasons:
2nd task:
Working in pairs:
Flip over the William Wilberforce cards - On the back there are 15 statements about why Britain eventually decided to abolish slavery.
Sort the cards into the categories on the A3 sheet
Bright Sparks
Copy out the 6 category titles and copy the top reason for each section into your exercise book. Give each category a symbol picture to help you to remember it.

55. Which section has the most cards in it?
So, why did Britain decide to abolish slavery?

57. Lesson 7 – The Underground Railroad

58. What would you guess the Underground Railroad was?

59. If a slave ran away from their owner he or she was very likely to be recaptured unless they had help.  Slave owners often chained slaves up, branded them with specific marks, made them wear certain clothes or did something similar to make them stand out. 
The Underground Railroad grew during the 1800s.  'Free' slaves, both those who escaped and those who were set free, joined together to help other slaves escape.  It was a dangerous and illegal action, but it offered hope to those who had no other way of escape.

60. The Underground Railroad was neither underground or a railroad, but a secret network of safe houses and antislavery activists - black, white, and Native American - who helped slaves escape to freedom.

61. What could these shapes and patterns have to do with the Underground railroad?

62. “Flying Geese” – follow the geese as they fly north
“Sailboat” – there is water nearby or boats to escape
“Flying Geese” – follow the geese as they fly north
“Monkey Wrench” – signal to gather tools for the journey
“Winding path” – a warning sign to take a zigzag path
“North Star” – be ready to escape and follow the north star

63. Task:
Design your own quilt using the codes of the underground railroad, to warn runaway slaves and give them instructions.
Bright Sparks
On a blank piece of A4, create your own underground railroad code to send a secret message to a runaway slave.

64. “Sailboat” “North Star” “Flying Geese” – “Monkey Wrench”
“Winding path”

65. How’re we doing with our topic objectives?
To know the size of the British Empire,
To understand the three points of the “Triangular Trade”,
To explore the experiences that slaves had,
To investigate why slavery was abolished and the part played by the Underground Railroad