1. Fighting for rights ’  Slavery and discrimination has existed across the world and across time and is still around today. The struggle for rights is an ongoing issue.  Starter Introductory - think-pair-share:  What do you regard as fundamental rights all people should have?  What situations in history do you know of where people have been deprived of these rights?  Name as many people as you can who have fought for these rights  Categorise the above people if you can – those prepared to use violence vs those who campaigned peacefully  From your general knowledge, what sort of qualities do these individuals have in common ? 

2.  WB Feedback from students …  Get students into pairs and give each a set of cards with images and text on slavery/discrimination over time, students must match each image with a caption.  Conclusion  Discuss as a class – what can we learn from these examples?

3. The Nature of Slavery What makes someone a slave, slavery in the world today  Starter  Students must write down in silence their own definition of two key terms, slavery and discrimination. Then ask them to read it to their neighbour and see how similar they were.  Students copy OHT definitions.  Activity  Copy UDHR Article 4. Students discuss in groups – is the struggle against slavery and discrimination really over?  Group Activity  Put students into pairs or threes and give them one example sheet of slavery today. Tell them you will be choosing four groups at random (one for each case study) to report back on the following points:  Head – up in your group the Tiltle of your Case study:  Write down in your books 1 -2 sentences (brief paragraphs) for each  What is the issue?  Where is it happening?  What can you suggest could be done to stop it?

4. Slavery in Ancient Rome, why it existed and how slaves were treated.  Slavery in Ancient Rome Activity  PowerPoint; SLAVERY IN ANCIENT ROME  Students make a mind-map of ideas about slavery in Rome based on the presentation. See Board for lay-out.  Activity  Handout worksheets;  Slavery in Rome (A narrative)  Inscriptions hand-out. Students do resource interpretation based on gravestone inscriptions.  Conclusion  Students are to write a diary entry as though they were an educated household slave – basically a script of a conversation between two slaves working in opposite working conditions. They need to show clear differences in the perspectives of the two different kinds of slaves. (early practise 1.4 Perspectives).

5. The significance of Spartacus and why he is remembered today  Intro to the Rebellion of Spartacus  Students to make bullet point notes around a central heading:  Write into your books  The Revolt of Spartacus – why? What happened? What was the result?  Documentary Review:  Students are to write an ‘imaginary article review’ on Spartacus.  Write your article as if you were a journalist making a complete but very short and sharp brief of a ‘must watch’ documentary.  It could be for the popular magazine ‘Rolling Stones’ London Post; etc.

6. Social consequences of Spartacus’ revolt  Activity  Hand-out from Wikipedia. Have students make a table of Short Term Consequences/ Long Term Consequences. They must use the sheet and their own ideas to record at least three points in each column.  Activity  Discuss – From a narrative read - did things really change that much?  Do you think Spartacus could have been more successful? If so, how? What could he have done differently?  Conclusion  Students write their own answer to this question:  Do you consider Spartacus to be a significant individual in the history of human rights? Why/why not?

7. Specific causes of Spartacus’ revolt and what happened during it  Spartacus!  Starter  Get students to draw up a table in their books with a list of the main characters in the Spartacus 2004 miniseries.  3 periods viewing.

8. How Spartacus and the Third Servile war were portrayed in the film, and how we should question the reliability of what we watch  Questioning our Sources  Starter  Survey -Do you think the miniseries was: A) very accurate, B) mostly accurate, C) mostly inaccurate or D) very inaccurate?  Activity  Give out source sheets. Students read them in silence for 15 minutes.  Activity NEXT SLIDE  OHT of source interpretation tasks. Complete the questions in your books ( write out the questions in full).

9.  QUESTIONS FOR SPARTACUS SUMMARY RESOURCE INTERPRETATION   What factors (describe AT LEAST TWO) allowed Spartacus to repeatedly defeat or evade Roman forces for so long?   Write a paragraph answer of about 6 to 8 lines. In your answer, you should give evidence from most or all of the resources provided  to support your generalisations.   Identify AT LEAST THREE ideas about Spartacus that the two main primary sources ( Resources C and D ) agree on, and AT LEAST TWO differences between these accounts.

10.  How useful would Resource E be to an historian researching the events of Spartacus’ revolt?  In your answer, you could consider:  The nature of the source (issues such as when was it made, who created it, what was its purpose)  bias and / or propaganda  the limitations of the evidence of the source  the need to consult other sources to check the reliability of the source  how the other sources you could consult would help an historian.  Assume that the DVD miniseries Spartacus (2004) you have watched is Resource F. How reliable do you consider Resource F to be? Consider the above points in your answer.

11. How slavery continued in the modern world: the Atlantic slave trade  Activity:  Students to sort the Atlantic Slave Trade sheet into a logical order then glue sheet into your books to create a flow-chart showing how the slave trade worked.  Highlight the Primary sources on their flow chart then answer the following questions in detail:  Describe the effects of the slave trade on individual people as shown in these sources  How did slaves respond to the situation they found themselves in?  Choose ONE WRITTEN Primary source to answer the following questions: Give the author, purpose and date of this source.  Is this source biased (favouring one side over another) or not? Give a quote to support your answer.  What are the strengths of this source? How is it useful? What can we learn from it ?  What are the limitations/weaknesses of this source? What doesn’t it tell you? Why might it not be reliable?  If you were an historian researching the Atlantic slave trade, what other sources of info would you look for? How might these other sources help you to better understand the slave trade?   Students must write 3 focusing questions they would use if they planned to investigate the slave trade further. 

12. People’s perspectives on the slave trade – contemporary arguments for and against the slave trade  The slave trade was a long one because many influential groups wanted it to continue.  Either in pairs or individually, students are given copies of the groups in favour of keeping the slave trade and speech bubbles. Write the correct letter of the speech bubble to go with the correct opinion.  Case study: Students read the OHT about Thomas Leyland and make a brainstorm of factors that would make stopping the slave trade more difficult.  The anti-slave trade primary sources (‘In favour of abolition’). There are 3 sources so students are to answer the following questions.  What is this source? What is its purpose and who is the author?  List all the reasons this source gives for abolishing the slave trade.  Is there evidence of bias or propaganda in this source?  How reliable is this source in your opinion? 

13. The discrimination faced by blacks in the USA in the 1950s, and how this is an effect/consequence of the Atlantic Slave Trade.  Student task:  What discrimination existed in 1860s?  Why did this discrimination exist?  What is the Jim Crow Laws? Give some examples  Who are the NAACP? Give a clear explanation  Road to equality – issue hand-out, student’s complete using p6-9 of Rosanowski hand-out

14. The means by which blacks in the USA had their rights restricted/ the factors that led blacks to fight for civil rights.  Student task:  The Impact of Segregation on People’s Lives  Starter  OHT – cartoon interp – Ye Olde Dixie Inn – students answer questions, then go over as a class  Student task  Students make own notes on KKK using h/out and book p9  Hand-out ‘Separate is not equal’ – students re-read laws and then complete perspectives activity. 