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Africa, Slavery & the British Empire

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Presentation on theme: "Africa, Slavery & the British Empire"— Presentation transcript:

1 Africa, Slavery & the British Empire

2 What was Africa like? Objectives:  To identify our prior knowledge on life in Africa.  To learn about what life was really like for Africans in the 14 th century before the slave trade.

3 Africa – What do you know? Complete the Single bubble Tool Africa

4 So what was life like in Africa? Using the information answer the question... ‘How modern was life in 14 th century Africa?’

5 What similarities and differences are there between our society and that of Saah? Our society Saah’s society

6 Imagine... Imagine that you are Saah. Write a diary entry for one day or a few shorter entries across a few days. Use the information that you have learnt to make your diary entry more accurate. Today is market day and... I am happy this morning because...

7 What do you now know? Positive – Interesting – Negative -


9 Topic Outline Trade Slavery  What is a slave?  Where & how did the Slave Trade operate?  Life on the Plantations/Abolition of Slavery research & presentations  Review Assessments Peer Assessed Group Presentations

10 Trade - Slavery What is a SLAVE? Objectives  To understand what a Slave was and agree a definition  To investigate how people became slaves  To attempt to empathise with the emotions a slave may feel when captured

11 Africa – What do you know? Complete the Single bubble Tool A Slave

12 Olaudah Equiano Watch the DVD and use the information that you learn to complete a flow map on how Olaudah became a slave and why?

13 How did Olaudah become a slave? Complete the Flow map below, giving the order of events and details below

14 How did Olaudah Equiano become a Slave? Draw a flow chart of what happens to Olaudah in the film Happy out walking His name is changed

15 Where and How did the Slave Trade operate? Objectives  To investigate where and why the slaves went  To investigate conditions in the Middle Passage  To attempt to empathise with the emotions a slave may feel

16 The Triangular Trade


18 The Middle Passage WOMEN MEN BOYS The Slaves would be packed in here, chained to a shelf, with only a maximum of 45 square cm of space. (That’s not with you sitting there!)

19 Plan of a Slave Ship

20 Slaves below deck

21 The Middle Passage Objectives:  To find out what the Trade Triangle was.  To learn about what the Middle passage was like for slaves.

22 The Atlantic Slave Trade Can you fill in the blanks to explain the triangle?

23 The Middle Passage The Middle Passage refers to... The voyage across the Atlantic from Africa to America as this was the ‘middle’ part of their journey. Look at the following information carefully, you will need it to help you describe this journey.

24 Slaves had approximately 45cms space each. There could be up to 700 slaves transported on one ship. Slaves were kept in the hold of the ship. Conditions were dark, hot and smelly – sailors said they could ‘smell a slave ship 5 miles down wind’. Disease was rife – some sick were even thrown overboard so that the rest of the ‘cargo’ would not be infected and become worthless. In the final days slaves were fattened up to look healthy and sores covered with gunpowder.

25 ‘...prisoners of war were sold into slavery. But later tribal leaders began to sell law breakers. One tribesman was sold for stealing a tobacco pipe.’ Black Ivory Plimmer Slaves were packed so tightly into the ships... ‘...that there was no possibility of their lying down or changing their positions day or night. This was when the thermometer was standing at 89 degrees (89F / 32 C).’ Captain Newton ‘The slave deck was so covered with the blood and mucus which came from them in consequence of the flux (dysentery) that it resembled a slaughterhouse.’ Alexander Falconbridge, ship surgeon ‘ Crews were often treated even worse than the Africans, for sailors were less valuable than slaves... In a single crossing aboard ‘Alexander’ all but three crew were flogged, one man so often that he threw himself overboard.’ Black Ivory Plimmer

26 Slaves below decks

27 Imagine... You are enduring the middle passage... What can you see? How does it smell? What can you hear? How would you feel?

28 ‘Amistad’ The ‘Amistad’ was a slave the clip; what more can we learn about the middle passage?

29 ‘Amistad’ IN SILENCE, ANSWER THESE 3 QUESTIONS IN YOUR BOOK. 1)How do you feel after watching that clip? 2) What question would you like to ask? 3) What do think about the slave trade after seeing the middle passage?

30 Life on the Plantations/The Abolition of Slavery Presentations Objectives  To research your given area  To select the relevant information for a presentation  To write and deliver your presentation (Max 5 mins)  To Peer Assess the presentations Abolition of Slavery Punishments on the Plantations

31 This lesson… - You should look at the success criteria – what do you need to do to be successful? -You should look at the topic of your presentation and brainstorm ideas and questions. -You should discuss some initial ideas – how will you present it, who will do what? -You should all begin your research to gather information on your topic.

32 Slavery Presentations Evaluation  Slavery presentations An Evaluation  Write two things you learnt about Slavery from making your presentation  Write down two things you learnt about slavery from listening to other peoples’ presentations  What one piece of advice would you give a group who had to do this task?  What have you learnt about giving good presentations from this task?

33 Presentations Objectives:  To present to the class as successfully as possible.  To assess one another’s presentations.

34 Review Complete the sheet to review what you have learnt.

35 The British Empire Objectives:  To identify what an empire is.  To understand some of the words / phrases associated with empire.  To find out what the British Empire was like.

36 Empire Can you think of another empire? What do you know about it?

37 So where was our empire? 1)Work out the anagrams – each will tell you one of the many countries that was part of our empire. 2)Identify this country on your map and label it / shade it in.

38 Work it out!  Danaca  Abebnrica lssdani  Iiand  Usalaiart  Anamrice colonies  Wen danazel  iangrei  Tegpy  Pace colony

39 The World

40 Why have an Empire? Can you think of 3 reasons?

41 What did we gain? Where did we obtain the following resources and materials? Add these to your map.

42 Can you match the phrase with the correct term? A country or region under the control of another more powerful country A group of colonies together make up one of these Goods made in one country and sent out to be sold abroad Goods brought into a country for purchase Trade between countries without taxing each others’ goods Exports Free Trade An Empire A Colony Imports

43 The British Empire Objectives:  To find out what is was like to live in a different part of the Empire.  To practice our research skills.

44 The British Empire To summarise what you have learnt about the Empire, write a description of what it was ensuring that you include the following words / phrases... Colonies Imports Free Trade Exports Wealth Land

45 Which country am I? I am the seventh largest country by geographical area. I am the second most populated country. I became a modern nation state in 1947 after a struggle for independence. Four major world religions, Hinduism, Buddhism, Jainism and Sikhism originated here. I am a south Asian country bordering many other countries including Pakistan.

46 Investigation You need to be in groups of 4 Resources  You will be given a pack of information which you must use to answer questions you will be given to prepare you for your main written task.  You may also have access to the internet in which case you can use the web pages on the next slide to get you started; Now imagine that you are a Victorian explorer / traveller and you have to write a letter home on how ‘great’ the British Empire is.

47 Research Questions 1)What did Britain gain from India? 2)What did India gain from Britain? 3)How did Britain gain control of India? 4)How did people living in India at the time, feel about British rule?

48 Your Letter You should consider; The tone of your letter (who are you writing to?) The structure of your letter How you will provide a balanced illustration of the Empire before you make your judgement on how ‘great’ it is.

49 Useful Websites mpire_01.shtml dia_01.shtml

50 Overview One question left unanswered Two skills that you have used Three things t that you have learnt

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