1. Write down everything you do in a typical day from when you get up, to when you go to bed e.g
7.45am I get up and get dressed
8.45am I get to school etc

2. Compare your normal day with a slaves normal day!
5.30am-Go straight to the fields. Take breakfast with you. Work until 8.00am. Latecomers whipped.
8.00am-Stop for breakfast. Boiled yam and okra seasoned with salt and pepper.
8.30am-Continue with work
12.00pm-Rest and Lunch: salted meat or pickled fish.
2.00pm-Start work again.
6.00pm-Return to huts
Night-time-During the harvest season, work in the mill through the night.

3. Stoke City Man Utd 1
Your Task:- In the back of your books write a short report from the point of view of the team that you have been given. For example, a Stoke supporter may say the following:-
We deserved the win. We could have won the game by more if we had put our chances away.
A Man Utd supporter may say:-
We were unlucky really. Stoke’s goals were lucky. If Delap had not been on, they would not have scored any.

4. Why Do Historians Disagree about Life On The Plantations?
This unit of work is aiming to help the class understand characteristics of plantation life. Also to understand how different interpretations can be created through creating two opposing views on plantation life using the same source material.

5. What is a plantation? It is a farm that grows only one crop – such as tobacco, sugar or cotton.
Slaves were used to do all of the hard work whilst the white owners collected the profits.

6. So, why do historians disagree about the life of people on the plantations?
Historian One:
Life on the Plantations was easy for the slaves. They got to work outside in the pleasant sunshine and spent time with their families.
This is the key question that the children should be able to understand by the end of the unit. The final task can be an essay, a storyboard using biased sources, or a simple write up of their findings.
Historian Two:
Life on the Plantations was hard, back breaking work. Slaves were often treated badly and had little time to look after their families.

7. We all interpret evidence in different ways
Story writers, historians, artists, museums.
History is always changing!
Beware of interpretations – they can be wrong.
Introduce the pupils to the tentative nature of history and the word interpretation.

8. Beware of BIAS. This is when a person only considers one side of the story. Why might they do this?
Liverpool 1 Man Utd 0
Liverpool battered the devils in a fantastic match. Man Utd were useless.
Written By A.Scouser (from Liverpool)
Explain terms FACT and OPINION. Use slide to illustrate BIAS and ask them for other examples of BIAS or of FACTS and OPINIONS.

9. Read each of the interpretations of the football match on the sheet and answer the following questions:
What can we be certain actually happened?
In the different statements what are facts and what are opinions?
What are the differences between the interpretations?
How can the differences in the interpretations be explained?
Which interpretation do you think is the most reliable (trustworthy) and why?
What have you learned from this exercise about the difficulties a historian may have when faced with different interpretations?

10. Look at this picture…….
What might be happening in this picture? Could you be mistaken? Might it be something else?
Introduce the class to the notion that there is more than one way to view a picture or incident. This picture is slaves being thrown overboard, but you might get some interpreting it as the men trying to save the ones that have gone over the side.

11. This is a plantation What is happening here? Describe what you see.
As a class examine the picture – give a copy for each table to examine closely. Black slaves are working and the white owners survey the scene. There are many different jobs on display. We need to know how long they work for; what breaks are they given; how are they treated; they are not paid.
What is happening here? Describe what you see.

12. Here is a scene from life on a plantation.
What are they doing?
Is it hard work?
Would you like to do it?
Would you do it for NOTHING? No pay?
Talk about how old the slaves are. Is it fair to make people do this kind of work? What should people of their age be doing? Do they look well? Where do they get their clothes? How would historians one and two use this source? h

13. Examine this scene.
Facial expressions tell the story. The class should be building up the idea that life for these people was not like their own. They worked hard, got no pay, were treated harshly and were not happy with their situation. How would historian one and two use this evidence?
How do they look? What are their clothes like? What do you think they have been doing? How old are they? How do you think they are feeling?

14. Look at these living conditions…
This is the house of a plantation owner, probably built by the slaves. It is very grand and is in stark contrast to the homes of the slaves as seen in the next slide.
Who would live in a house like this? (IT IS FROM A PLANTATION!)

15. Now look at these homes….
Who would live in a house like this?
How is it different from the previous house?
Can you point out any of the positive aspects of the house?
Slave quarters were basic. Though they did offer shelter to the slaves, they were poorly built and had no amenities. How would historians one and two use this source?

16. Why do historians disagree about life on the plantations?
Set the class the task of being historian one or two. Use source sheets – printed – to select, cut and paste sources that prove your viewpoint is true. Stick them onto A3 storyboards with a comment about each source selected proving your opinion is correct. Six sources in total.
Bias affects our judgment.
Evidence can be looked at in several ways.
Opinions are our personal views on a subject.
Let’s try to be biased to show how historians can disagree with each other………..
Split into two groups – historian one and two. Use the sources to create a biased view of life on the plantations

17. This slide can be printed along with the next if the groups are going to cut and paste onto paper storyboards to produce a biased interpretation of life on the plantations.

18. Further sources for use in proving their view point.

19. Evidence
Even more sources.

20. You can also use written sources.
These sources were taken from the Spartacus website

21. These sources also came from Spartacus.