1. Slavery
This scheme of work builds upon source analysis skills developed during year 8. The content of this module concentrates upon the trans-Atlantic slave trade, the experiences of individual slaves, and abolition.
This scheme of work aims to meet the needs of students with varying learning stiles through incorporating a variety of activities. This module aims, in particular, to develop the historical enquiry skills of students. Lessons will incorporate the examination of a variety of sources including, oral accounts, written sources, photographs, and pictures. Students will be required to participate in individual, paired, and group work, and will ‘communicate their knowledge and understanding of history, using a range of techniques including spoken language, structured narratives, [and] substantiated explanations.’
ICT will be used to produce resources for this module, and pupils will be encouraged, although not required, to use ICT to produce homework (except for their assessment)
This scheme of work has been designed for a mixed ability group. Questioning will be scaffolded to ensure that all pupils within the class are able to participate in discussions, whilst stretching the most able within the class. Paired and group work will be structured to provide additional support to weaker pupils.

2. The following websites are excellent sources of information:
This scheme of work allows for several methods of Assessment for Learning. Through the use of starters and plenaries, teachers can make informal judgements regarding student understanding and knowledge. The inclusion of more formalised homework's will enable teachers to assess levels of understanding, and there are opportunities for pupil peer assessment. The National Curriculum levelled assessment is a slave letter and will be delivered towards the beginning of the module.
Literacy
Learning new terminology
Reading text
Identifying bias
Geography
Pupils will develop knowledge of geography of the trans-Atlantic slave trade, including the areas of Africa from where slaves were taken, the various destinations that slaves were taken to.
Citizenship
Pupils will examine and be encouraged to challenge the justifications given for slavery at the time
Pupils will consider the long-term social and economic impact of slavery upon both slaves and slave owning nations.
The following websites are excellent sources of information:
Source extracts and sources taken in part from ‘Recovered Histories: Reawakening the Narratives of Enslavement, Resistance and the Fight for Freedom’ by Anti-Slavery International

3. Lesson No. 1. Key Question Aims Process Core Homework Resources
What was West Africa like during the slave trade?
Aims
The following aims will take two lessons to address:
Understand what Africa was like during the slave trade
Explain what the slave trade was and how it operated.
Explain who benefitted from the slave trade.
Process
Starter
In groups students should be given a selection of quotations about the slave trade. Groups should be given 5 mins to read through and try to answer the following questions: What is being traded? By whom? Where? When?
Class discussion
Main Activity
Students will look at a selection of picture sources showing West Africa during the 17th and 18th centuries. They should work in pairs to analyse the sources for information about what West Africa was like at this time.
Extension activity. Give Students selection of written sources (P8 and 9 NA workbook) then ask them how far the picture and written sources agree.
Plenary
Uplifting review
Core Homework
Resources
Picture sources. Answer sheets.
Written sources for extension activity.

4. How did the slave trade work?
Lesson No. 2.
Key Question
How did the slave trade work?
Aims
Explain how the slave trade operated.
Analyse who benefitted from the slave trade
Process
Starter
In pairs students should read through a selection of ships log books and highlight what was purchased, what was sold and anything that was done to the slaves.
Main Activity
Students will then read through p 11 and 12 of the NA workbook then answer the questions. This section is the Day book of the ship Africa.
Extension: Read p13 and answer the question What effect did the trade have upon Africa?
Plenary
Continuum – How important was the role of African within the slave trade? Discuss
Core Homework
Research and draw an annotated map of the trade triangle. Due the following lesson.
Resources
Picture sources. Answer sheets.
Written sources for extension activity.

5. Lesson No. 3
Key Question
What were condition s like during the middle passage?
Aims
Understand what conditions were like during the middle passage
Be able to explain the difference between loose pack and tight pack.
Process
Starter
Draw or project outline map on board. Ask students to come up and explain the stages of the trade triangle based upon their homework,
Main
Explain they are now going to focus upon the middle passage.
Place students into groups. Each group should be given a box/box lid and some plastic spoons. Explain that the box represents a ship and the spoons people. Ask students to place the spoons carefully in the box next to one another. Ask groups how many spoons (people) they have been able to fit in. Discuss why they have not been able to fit many in (each person needs a reasonable amount of space). Now ask students to fit in as many spoons as possible . Discuss how they have managed to fit more in. Explain that this is tight-packing. Show picture of slave ship. Ask class why slave traders often preferred to tight-pack even if it led to more deaths.
Core Homework
Resources
Box lids and boxes
Plastic spoons
Source question sheets
Differentiated source question and answer sheets

6. Lesson No. 3
continued
Key Question
What were condition s like during the middle passage?
Aims
Process
Starter
Student should draw diagrams in their books to explain tight-pack and loose-pack.
Play clip of Roots showing middle passage.
Ask students to write a paragraph explaining what the middle passage was and explaining conditions on board ship.
Plenary
Class to brainstorm words to describe the middle passage.
Core Homework
Resources
Box lids and boxes
Plastic spoons
Source question sheets
Differentiated source question and answer sheets

7. Lesson No. 4.
Key Question
Why did people want to have slaves?
Aims
Understand the different roles undertaken by slaves
Explain the benefits of owning a slave
Process
Starter
Brainstorm why people might want to own a slave
Main Activity
Carousel activity about the four main types of slave.
Students will complete answer sheet about the types of slave.
Plenary
Return to original brainstorm. Why do we not have slaves today?
Core Homework
Resources
Information sheet
Answer sheet

8. Lesson No. 5.
Key Question
What was life like for a slave?
Aims
Know what life was like for a slave
Know the different methods by which slaves could gain their freedom
Understand why more slaves did not become free
Process
Starter
Show students cocoa pod and cotton plant. What is the connection.
Explain they were crops harvested by slaves.
Main Activity
Students to work in groups. Each group to be given an information sheet about slave living conditions. Students to take turns to collect a question card from teacher. As a group students should use information to produce an answer to the question. When they have an answer this should be checked and if correct, another question given. Students should repeat this process until all questions have been answered.
Plenary
Uplifting review.
Core Homework
Resources
Picture analysis starter sheets
Life of a slave information sheets
Question cards (7 questions)
Accompanying power point
Differentiated answer sheet.

9. Know who benefitted from the slave trade and why
Lesson No. 6.
Key Question
Was slavery good for anyone?
Aims
Know who benefitted from the slave trade and why
Begin to understand why some people had different views about the slave trade
Process
Starter
In pairs students should read through the information cards about individuals involved in the slave trade and order them on the diagram according to who benefitted most – least from the slave trade.
Main Activity
In pairs students should read through the sources to find pro-slavery arguments. These arguments should be written in the thought bubbles of the answer sheet.
This activity can also be done as a class or in larger groups in order to support pupils with literacy difficulties.
Plenary
Ask students to following question:
Why did some people support slavery?
Core Homework
Students to write at least two paragraphs explaining why some people supported slavery
Resources
Least-Most mats
Who benefitted cards
Pro-slavery source sheets
Thought bubble answer sheets

10. Complete assessment preparation
Lesson No.
7 and 8.
Key Question
Assessment
Aims
Understand the requirements of the assessment
Process
Starter
Picture starter – Am I not a man and a brother. Discuss what the image is and why it might have been produced.
Main Activity
Read through extracts of Pitt’s speech. Class discussion regarding why it was so effective.
Introduce assessment task. Assessment will be to write an anti-slavery speech.
Students will spend the remainder of the lesson preparing for their assessment
Plenary
Ask students to write a possible opening sentence for their speech. Discuss in groups each of their openers and as a group select one to tell the rest of the class.
Core Homework
Complete assessment preparation
Resources
PPT
Extracts from Pitt’s speech. (Do not allow students to keep these for assessment preparation)