Topic 1 Year 8 History
| History | |||
| Topic | Transatlantic Slave Trade and Abolition of Slavery | ||
| No of lessons | 13-15 | ||
| When is it happening | Year 8 Term 1 | ||
| What will students learn | Students study ideas, political power, industry and empire: Britain, 1745-1901 with an emphasis on the Transatlantic Trade of Enslaved People: its effects and the eventual abolition. | ||
| Key Knowledge that students should know at the end of 'Topic' | This is the knowledge that students will meet for the first time in this topic | Students will learn about Africa before the trading of enslaved people began and move on to study the key features and reasons for the trade. Students will understand the scale and interest from Britain and other Western countries. Students will understand the process of transporting and selling Africans to America. Students will learn about conditions and treatment of slaves on plantations. Students will learn about the acts of resistance and rebellions of African Americans. Students will learn about abolition in both the UK and the US. | |
| This is knowledge that students may have met before but will need to deepen their understanding | Retrieving knowledge of the size and power of the British Empire. Knowledge of the methods used in society when there is anger towards the monarch/law, namely from study of the Middle Ages in Year 7. | ||
| Key Skills that students should be able to demonstrate at the end of 'Topic' | This is the skills that students will meet for the first time in this topic | Students will develop their inference, source analysis and interpretation skills. Students will study a range of sources and interpretations to grasp the trans-Atlantic slave trade and life on plantations. Students will study and analyse interpretations when looking at the reasons for abolition. Students will learn to use sources and interpretations to back up their argument. | |
| This is skills that students may have met before but will need to develop | Students will develop their skills in causation. Students should now be confident at making inferences from sources. Students should be confident in selecting specific details from sources/interpretations. Students will be recalling the difference between sources and interpretations. | ||
| Key vocabulary that students should know and understand | Empire, Slavery, Triangular Trade, Middle Passage, Auction, Plantation, Abolition, Boycott, Petition, Manufactured, Economy. | ||
| The Big Question | Why was there a Transatlantic Trade of Enslaved People? | ||
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Key questions that students should be able to answer at the end of the 'Topic' |
How powerful was Britain? | ||
| What was life like in Africa? | |||
| What was the Transatlantic Slave Trade? | |||
| Life on the plantation | |||
| Explain why the Transatlantic Trade of Enslaved People developed? | |||
| Slave resistance and rebellion | |||
| Why did people campaign for the abolition of slavery? | |||
| Why was slavery abolished in England? | |||
| Did slavery end in 1865? | |||