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YEAR 8: The British Empire

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Michael Brodie

on 18 April 2018

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Transcript of YEAR 8: The British Empire

What was the British empire?
Why was there a Revolution in America?
What was life as a slave like?
What is the history of slavery?
Why was the Middle Passage so inhumane?
YEAR 8: The British Empire
Why did Britain Build An Empire?
Learning Objectives
Know - Key reasons why Britain built an empire.

Understand - The different importance of reasons or building an empire.

Concept - Causation.

Skills - Using evidence, constructing an argument.
Why did the British build an Empire?
TASK: Why did Britain build an Empire?
Success Criteria
Steps to success:

1. Describe at least 3 reasons why Britain built an empire.
2. Use examples to support your explanation.
3. Make a judgement on the most important reason and explain why.
Describes the factors why the British built an empire.
Explains the factors why the British built an empire, using examples.
Explain factors using examples to back up your point and makes and justifies a judgement on the main reason for the British becoming empire builders.
Success Criteria
Describes the factors why the British built an empire.
Explains the factors why the British built an empire, using examples.
Explain factors using examples to back up your point and makes and justifies a judgement on the main reason for the British becoming empire builders.
Which was the most important reason why Britain built an empire?
1. Look carefully at the picture. Make a list of the colonies Britain ruled.
2. Which do you think Britain considered the main colony and why?
3. Which countries are shown at the top of the image and why?
4. Why do you think the artist has labelled the eye ‘London’?
Learning Objectives
Know - What the British Empire was.

Understand - How the British Empire changed over time.

Concept - Evidence.

Skills - Source analysis and defining key words.
Success Criteria
Makes inferences from a primary source about the British Empire.
Defines key words associated with the British Empire and explains how the empire changed over time.
Explains the messages contained within a primary source on the British Empire.
TASK: Revolution Timeline
Learning Objectives
Know - Reasons for the American Revolution.

Understand - The importance of these different reasons.

Concept - Causation.

Skills - Ranking and evaluating causes.
Success Criteria
Describes the different causes of the American Revolution.
Explains the different causes of the American Revolution.
Judges the importance of the different causes of the American Revolution.
What's going on?
Learning Objectives
Know - Key features of both historical and modern slavery.

Understand - The changes and continuities between historical and modern slavery.

Concept - Change and continuity.

Skills - Knowledge and understanding, categorising information.
Success Criteria
STARTER: Making Connections
Describes what slavery is.
Explains how slavery was used across history.
Categorises evidence into historical and modern slavery.
TASK: Slavery Heads and tAILS
Write out a paragraph using the statements below. The statements in the left hand column are in the right order. You have to work out which go next to them.
Extension - Why might people agree to become slaves when they are starving?
In your own words, write a definition of slavery.
Categorise the following into historical and modern slavery:
TASK: Historical vs. Modern Slavery
1) The profits from slavery are really important for the national economy.
2) People are often tricked into slavery based on false promises.
3) Slavery is illegal, so takes place in secret.
4) The average price of a slave is £24,500.
5) Slavery is justified on the basis of racism.
6) Slavery is legal.
7) The average price of a slave is £55.
8) Slavery is not supported by racism but instead targets vulnerable people.
9) Slaves are formally shipped from one country to another.
10) Slaves are illegally trafficked (brought into) different countries.
Historical Slavery
Modern Slavery
TASK: If this is the answer what is the question?
Extension: Which fact was most surprising and why?
How did the British Empire justify slavery?
Learning Objectives
Know - Key features of slavery in the British Empire.

Understand - How the British were able to justify slavery

Concept - Empathy and evidence.

Skills - Source inference, evidence gathering, constructing criteria and
Learning Outcomes
Eureka Moment!!
Let's devise our own criteria.
1. What goes into a good piece of history written work?

2. What factors (categories of causes) made slavery important to the British Empire? E.g. political.
Identifies important features of slavery in the British Empire.
Explains how slavery was justified in the British Empire.
Evaluates the reasons how slavery was justified in British Empire and identifies the most important justification.
TASK: Slavery Meet and Greet
TASK: How did the British Empire justify slavery?
The year is 1787 and slavery fully entrenched in the British Empire. You are some of the most important people from your field of work in all of the Empire and George III has called you together to discuss why slavery is justified. Listen to his orders and complete.
What can you learn about Britain's involvement in the slave trade from these images.
Steps to Success:
* Describe features of Britain's involvement in the slave trade.
* Explain 3 factors which helped the British to justify slavery.
*Judge which is the most important factor used to justify slavery in the British Empire.
Success Criteria
Describes features of Britain's role in the slave trade.
Judges the most important reason used by Britain to justify their involvement in the slave trade by comparing different reasons.
Explains reasons how Britain justified their involvement in the slave trade using evidence.
Reason for supporting slavery
Final thought:
Why do you think attitudes towards slavery changed?
Learning Objectives
Know - Key features of the Middle Passage

Understand - Why conditions were so bad.

Concept - Evidence.

Skills - Knowledge, understanding and source analysis.
Success Criteria
TASK: Middle Passage Source questions
Look carefully at the drawings.

What do they tell you about how the slaves on board were treated?

What questions could you ask to find out more about what conditions were like on this slave ship?

These drawings were produced after the abolition of the slave trade in 1807 in Britain.

Who do you think produced these drawings and why?
Examine the sources on the sheet and answer the questions.

Extension - Create a diary entry from the point of view of slave about what it was like on the Middle Passage.
What is more important?
Describes key features of the Middle Passage.
Explains why conditions on the Middle Passage were so bad.
Evaluates the trustworthiness of sources on the Middle Passage.
Come up with some questions to ask someone who has experienced the Middle Passage.
Learning Objectives
Know - Key features of life as a slave.

Understand - The extent to which life as a slave was bad.

Concept - Evidence.

Skills, Categorising evidence, evaluation and creating a balanced argument.
Success Criteria
Describes features of the life of a slave.
TASK: Life as a slave
Write a diary entry explaining a day in the life of slave using the information you have collected.

Success Criteria:
* What life was like a slave.
* The different aspects of life as a slave.
* Specific evidence from the evidence harvest.

Key words:

field slave patting juba church

plantation task system slave code

obeah voodoo paddle house slave

Success Criteria
Assesses how inhumane the life of a slave was using evidence from both sides of the argument.
Explains both humane and inhumane elements of slavery.
Describes key features of life as a slave.
Important Announcement from Mr Atkins:
Changes to the school day to be implemented in September:

School is going to begin at 6 a.m.

Teachers are going to be allowed to cane pupils if they misbehave.

There is no talking to be allowed whatsoever in lessons.

Lunch is being cut to just half an hour.

The school day will now end at 6 p.m or when the sun goes down.
Explains humane and inhumane features of the life of a slave.
Assesses how inhumane the life of a slave was by using evidence.
Question Tennis
Answer a question on today's lesson and then make one up for the class to answer.
Why was the Slave Trade abolished?
Learning Objectives
Know - The differences between key slavery abolitionists.

Understand - The relative contribution of the different abolitionists in ending the slave trade.

Concept - Significance.

Skills - Knowledge, understanding, building an assessment criteria, research and group work.
Success Criteria
TASK: Slavery Abolitionist Project
You are going to research and present a famous abolitionist.

You are going to work in groups of 4 and are going to have to produce a powerpoint on the abolitionist you think is most important in ending slavery.

You need to include:
1) Who they are.
2) What their background is. (Are they revealing/remarkable?)
3) What they did (How are they remarkable?)
4) Why slavery could not have been ended without their contribution. (How did they result in change? How did they impact on people's lives)
5) How you think they should be remembered/commemorated - monument, song, day of remembrance, festival etc.
6) Compare your abolitionist to another one. Why are they more significant?

1. What is the message?

2. Who would use this?
Describes features of the lives of different abolitionists.
Evaluates the significance of their abolitionist and does so against other abolitionists.
Explains how their abolitionist helped to contribute to the end of slavery.
Heavy Balloon!!
We are traveling in a hot air balloon above the Himalayas with four key abolitionists. However, the balloon is too heavy, if we do not get rid of some weight we will crash and die. Our only choice is to chuck out some of our passengers!
Diagram of a slave ship
A pair of manacles.
A cat o' nine tails whip.
African textiles.
African seeds and other foods.
How could you use these items to make an argument for getting rid of slavery?
The slave trade was banned throughout the British Empire in 1807.

Slavery itself was banned in 1833 throughout the British Empire.

Slaves had to work for their masters for a further 6 years without pay as apprentices. Slave owners were also given huge compensation packages.
The Breaking of Chains
Key Terms
Abolition - the process of putting an end to something by law.

Abolitionist - someone who campaigned for an end slavery.

The Four 'R's
1) Remembered for something.

2) Remarkable - commented on at the time or since.

3) Revealing - They tell us something about the time they lived in.

4) Resulting in change - their actions led to historical change.
Key Question
What makes someone in history significant?
Think, Pair, Share
Read pp. 20-21 and create a timeline of the course of the American Revolution.

Include the dates: 1773, 1774, 1775, 1776 and 1781.
Extension: Which was the most important event in the revolution and why?
TASK: Letter to Britain
You are an angry American citizen who is writing a letter to the family in Britain explaining why Americans are unhappy.

I am writing to tell you why there should be a revolution in America. Americans are angry because ___________ (tell me a reason).

Another reason is that___________

These reasons demonstrate that Americans ________
Slavery involved__________ (talk about the triangular trade and conditions on boats)

Paragraph 1:
The first way the British justified slavery was______ (insert category)
My evidence for this includes________ (use your table)
This demonstrates that________ (tell me what you can learn from the evidence).
What can we infer from this painting?
E.g. settlers who suffered persecution in Britain such as Catholics settled in Maryland, America.
TASK: Why did the Empire grow?
Answer the questions on p.93.
Protecting Colonies
Write a couple of sentence explaining how the different images are linked. HP for those who can explain all of them.
TASK: Life on a Plantation Evidence Harvest
Around the room is information on the life of slaves on plantation. You will have 15 minutes.

You need to use the sheets to answer the question sheet.
How Do You Judge the value of A source?
Learning Outcomes
Learning Objectives
Know - How judging a source's usefulness depends on the question asked.

Understand - How to analyse a source for its usefulness.

Concept - Significance.

Skills - Creating enquiry questions.
Judges a set of source for how useful they are for finding out about daily life in BCCS.
Explains how to analyse a source for its usefulness.
Analyses the usefulness of a primary source on life in a slavery plantation.
HOT Question
Can a source be both biased and useful?
TASK: The Usefulness of Sources
An American print from 1872 (7 Years after slavery was ended in the country)
Which picture is most useful for finding out about daily life at BCCS?
Everything I know about the Topic
What the source tells me about the topic
Should the colston window be removed?
Learning Objectives
Know - Why the Colston Window is controversial.

Understand - How to write a convincing letter.

Skills - Categorising evidence, lw
Success Criteria
TASK: Letter to the Bishop
Dear The Right Reverend the Bishop of Bristol
I am writing to you to express my opinion on the Colston Window in Bristol Cathedral. In February 2017 you stated that you were 'open' to the removal of the window. I would like to agree/disagree with this view.

The most important reason to keep/remove the window is...

Another important reason to keep/remove the window is....

Therefore, can i recommend that the window is kept/removed at the earliest convenience to the cathedral.

Yours sincerely,
Key Words
Remember the full, true history of transatlantic slavery, colonialism and exploitation
Commemorate and mourn the people who suffered and died as a result of the slave trade, and recognise the coerced economic contribution that they made
Celebrate the people who courageously resisted slavery and fought for abolition and emancipation
Acknowledge and repair, as far as possible, the negative effects in the present day of historical slavery
Promote ideas of human dignity, equality and freedom
TASK: Colston Quandary
1. Categorise the card into:
a. Arguments in favour of the Colston window being removed.
b. Arguments against the Colston window being removed.

2. Which individual card is the most convincing piece of evidence and why?

3. Should we judge Colston against the values of today? Explain your answer.

STARTER: The Colston Window
This is the Colston Window in Bristol Cathedral. It is dedicated to Edward Colston (1636-1721), a famous philanthropist and slave trader, who was a prominent Bristolian.

What does the presence of the window, which was installed in the 1880s, suggest about attitudes at the time it was made?
Context: The Countering Colston Campaign
Identifies what can be learned from the Colston Window about attitudes at the time it was constructed.
Categorises reasons to keep or remove the Colston Window.
Evaluates whether the Colston Window should be removed or not.
Should we be proud of the British Empire?
STARTER: What did the British value in 1886?
1. Label what you can see around the margins of the map.
2. What does the map tell us about how the Victorians viewed their empire and the people in it?
TASK: Understanding Historical Interpretations
Who is right?
Richard Gott
Niall Ferguson
1. Carefully read through each of the interpretations from start to finish.

2. Highlight words from each interpretation which tell you whether it gives a positive or negative view of the British Empire.

3. Complete each of the following paragraphs:
'Ferguson argues that we should feel proud/ashamed of the British Empire because...'
'Gott argues that we should feel proud/ashamed of the British Empire because...'

How useful are the pictures as a collection?
Full transcript