YEAR 5: THE ABOLITION OF

SLAVERY (4 lessons)

Contents Include:

The Slave Trade

The Atlantic Passage

Life as a Slave

The Abolition Movement

Suggested Teacher Resources:

There are many excellent online resources for slavery. The Understanding Slavery

initiative is excellent, as are the National Archives and the BBC pages on slavery.

The television series Roots (1977) is a fantastic resource, telling the story of a slave

named Kunta Kinte who is taken from the Gambia to an American plantation.

The Young Oxford History of Britain & Ireland, pages 250-253.

Lesson 1. The Slave Trade

The slave trade took off due to European nations (particularly Portugal, Britain and Spain) wanting slave labour to work their plantations and mines in North

and South America. Slave labour meant that New World products such as sugar, tobacco and cotton could be sold to the rest of the world for a very cheap

price. Slavery had always existed, but it was the scale of Atlantic Slave trade that has made it so infamous. An estimated 11 million Africans were transported

across the Atlantic between 1500 and 1867, and their descends make up much of the population of Brazil, the United States, and the Caribbean today.

See page 140 of What Your Year 5 Child Needs to Know.

Learning Objective Core Knowledge Activities for Learning Related Vocabulary Assessment Questions

To understand why African slaves were transported to the Americas.

The Atlantic Slave Trade was established to provide slave labour to work on plantations in the Americas. Up until 1807, the British shipped 3.5 million African people across the Atlantic to work as slaves. Slaves would be taken across the sea crammed into slave ships, sometimes for up to six months, in appallingly inhumane conditions.

Pupils label a map demonstrating the ‘triangular trade’ that British merchants were involved in, going between Britain, the West Coast of Africa, and the Americas (resource 1). Read Olaudah Equiano’s account of being captured by African slavers and loaded onto a slave ship. You can follow his story throughout this unit of work, so it would be good to spend some time introducing him and his amazing life to the class (resource 2). The BBC has three good educational videos on the triangular trade, here, here and here.

slavery plantation barracoon Atlantic passage trade

What does slavery mean? Why did the Slave Trade develop? What were conditions like on a slave ship?

1. The Atlantic Slave Trade

Great Britain

West Africa

The Americas

Stage 1:

Stage 3:

Stage 2:

1

2

3

1. The Atlantic Slave Trade (complete)

Great Britain

West Africa

The Americas

Stage 1:

Slave ships left British ports

such as London, Liverpool

and Bristol and sailed to

Africa. They carry goods

manufactured in Britain,

such as cloth, guns,

ironware and drink. On the

African coast, these goods

were exchanged for men,

women and children who

were captured by African

slave dealers and kept in

barracoons.

Stage 3:

The slaves were sold at

auction in America. The

slave ships filled up with raw

materials produced in

America, such as sugar,

cotton, timber and tobacco.

These were then sailed back

across the Atlantic to Great

Britain where they were

turned into manufactured

goods. Thus, each stage of

the triangular journey earnt

profits for the traders.

Stage 2:

African slaves were loaded onto the British ships, crammed side-by-side onto

wooden bunk beds and chained by the feet. They were then sailed across the

Atlantic in a journey lasting up to three months, unable to move. Disease spread

like wildfire, and one in ten slaves died before reaching America. This dreadful

journey was known as the ‘middle passage’.

1

2

3

“One day, when all our people were gone

out to their works as usual, and only I and

my dear sister were left to mind the house,

two men and a woman got over our walls,

and in a moment seized us both; and,

without giving us time to cry out, or make

resistance, they stopped our mouths, and

ran off with us into the nearest wood.

Here they tied our hands, and continued to

carry us as far as they could, till night came

on, when we reached a small house, where

the robbers halted for refreshment, and

spent the night. We were then unbound; but

were unable to take any food; and, being

quite overpowered by fatigue and grief, our

only relief was some sleep, which allayed our

misfortune for a short time.

The first object which saluted my eyes when

I arrived on the coast, was the sea, and a

slave ship, which was then riding at anchor,

and waiting for its cargo. These filled me

with astonishment, which was soon

converted into terror, when I was carried on

board. I was immediately handled, and

tossed up to see if I were sound, by some of

2. Olaudah Equiano #1

the crew; and I was now persuaded that I

had gotten into a world of bad spirits, and

that they were going to kill me.

Their complexions, too, differing so much

from ours, their long hair, and the language

they spoke, (which was very different from

any I had ever heard) united to confirm me

in this belief. Indeed, such were the horrors

of my views and fears at the moment, that, if

ten thousand worlds had been my own, I

would have freely parted with them all to

have exchanged my condition with that of

the meanest slave in my own country.

When I looked round the ship too, and saw a

large furnace of copper boiling, and a

multitude of black people of every

description chained together, every one of

their countenances expressing dejection and

sorrow, I no longer doubted of my fate; and,

quite overpowered with horror and anguish,

I fell motionless on the deck and fainted.

...Soon after this, the blacks who brought me

on board went off, and left me abandoned to

despair.”

Equiano was a freed slave who moved to Britain to become a famous campaigner for the end of

slavery. In 1789 he published his autobiography, and this is an extract about his capture.

Lesson 2. The Atlantic Passage

The Atlantic passage was the most harrowing part of the slave trade. Of the 11 million slaves transported across the Atlantic, over 1 million died during the

journey. Slave traders calculated the maximum amount of slaves they could fit onto their ships, whilst ensuring that enough survived for the journey to

remain profitable. Slaves were chained onto wooden bunk beds below deck, and taken above board once a day to be washed and made to dance for exercise.

Very occasionally, slaves mutinied and took control of the ship. So foul were the conditions, sailors at sea could smell a slave ship before they could see one.

See page 141 of What Your Year 5 Child Needs to Know.

Learning Objective Core Knowledge Activities for Learning Related Vocabulary Assessment Questions

To understand the conditions faced by slaves during the Atlantic passage.

The ‘middle passage’ or ‘Atlantic passage’ was the journey taken in slave ships from West Africa to America.

Slaves were packed below deck and chained together side by side in unspeakable conditions. One in ten would die during the journey.

Conditions on a slave ship were so foul that sailors said it could be smelt before it could be seen.

Study the plan of the Brookes slave ship, a famous engraving produced by abolitionists to demonstrate the inhumanity of the Atlantic passage. Pupils try to work out how many slaves were forced into the hold of one ship, and consider why a trader would do this.

Study Olaudah Equiano’s description of the Atlantic passage (resource 3). Having read Equiano’s description, pupils write their own letter or diary entry on the experience of being forced aboard a slave ship.

The BBC has two videos, here and here, about the horrors of the Atlantic passage.

Atlantic passageslave shipWest AfricaAmerica

What was the ‘Atlantic passage’?

Why were so many slaves crammed into each ship?

What proportion of slaves would die during the Atlantic passage?

“I was soon put down under the decks, and

there I received such a greeting in my

nostrils as I had never experienced in my life;

so that, with the loathsomeness of the

stench, and crying together, I became so sick

and low that I was not able to eat, nor had I

the least desire to taste anything. I now

wished for the last friend, death, to relieve

me; but soon, to my grief, two of the white

men offered me eatables; and, on my

refusing to eat, one of them held me fast by

the hands, and laid me across, I think, the

windlass, and tied my feet, while the other

flogged me severely.

The white people looked and acted, as I

thought, in so savage a manner; for I had

never seen among my people such instances

of brutal cruelty. The closeness of the place,

and the heat of the climate, added to the

number in the ship, which was so crowded

that each had scarcely room to turn himself,

almost suffocated us.

The air soon became unfit for respiration,

from a variety of loathsome smells, and

brought on a sickness among the slaves, of

which many died. The wretched situation

was again aggravated by the chains, now

3. Olaudah Equiano #2

unsupportable, and the filth of the necessary

tubs, into which the children often fell, and

were almost suffocated. The shrieks of the

women, and the groans of the dying,

rendered the whole a scene of horror almost

inconceivable.

At last, we came in sight of the island of

Barbados, at which the whites on board gave

a great shout, and made many signs of joy to

us... Many merchants and planters now

came on board, though it was in the evening.

They put us in separate parcels, and

examined us attentively. They also made us

jump, and pointed to the land, signifying we

were to go there. We thought by this, we

should be eaten by these ugly men, as they

appeared to us; and, when soon after we

were all put down under the deck again,

there was much dread and trembling among

us, and nothing but bitter cries to be heard

all the night from these apprehensions,

insomuch, that at last the white people got

some old slaves from the land to pacify us.

They told us we were not to be eaten, but to

work, and were soon to go on land, where

we should see many of our country people.”

Equiano was a freed slave who moved to Britain to become a famous campaigner for the end of

slavery. In 1789 he published his autobiography, and this extract is about the Atlantic Passage..

Lesson 3. Life as a Slave

Once they arrived in the Americas, slaves were sold to the highest bidder at slave auctions. Much of what owners did to slaves was intended to rob them of

their individuality. Slaves were separated from their families; separated from fellow tribespeople who spoke the same language; given western names; and

banned from practicing African religions or speaking African languages. The best job to gain was as a ‘house slave’, but the great majority of slaves did

backbreaking manual labour in farms and mines. The average life of a slave was just eight years, and only a small minority escaped or bought their freedom.

See page 141-142 of What Your Year 5 Child Needs to Know.

Learning Objective Core Knowledge Activities for Learning Related Vocabulary Assessment Questions

To understand the sorts of conditions in which slaves lived once they arrived in the Americas.

The treatment of slaves was extremely cruel. They would be split from their families, given no holiday, whipped for disobedience, and on average only lived for eight years.

Once they arrived in the Americas, slaves would be bought at auction, braded by their owner, and sent to work on a plantation.

Some slaves managed to save money earned through extra work, and buy their freedom from their owner, but this was very rare.

Look at six images associated with life as a slave, and match the description to the image (resource 4). Many of the images you would need can be found on this the Understanding Slavery website. Once this is done, pupils write a diary entry/letter describing their life working on a sugar plantation in the Caribbean.

The Understanding Slavery site has two useful information sheets on resistance, and on Toussaint Toussaint L'Ouverture’s slave rebellion in Haiti. Pupils plan their own slave rebellion, and devise ideas about how to resist slavery.

The BBC has some excellent clips about life as a slave: one on auctions, one on plantation work, one on beliefs and traditions, and one on resistance.

auction brandingplantationresistance

What happened to slaves when they arrived in the Americas?

Why were slaves branded?

Why were slaves taken away from their families?

What happened to disobedient slaves?

A branding iron was a metal stamp with the

initials of a slave owner, used to show that the

slave was their property. Irons would be

heated in a fire, and then burnt onto a slave’s

skin.

A punishment collar was put around the neck

of slaves who tried to run away. The iron neck

brace had four spikey prongs, which would

catch on any trees and bushes, preventing

another escape. The collar also make it

impossible for a slave to lie down and rest.

Slaves would be separated from their families.

If a slave owner needed more money, or fewer

slaves, he would sell his slaves to another

owner, splitting apart families. This was bitterly

hated by the slaves.

Slaves were whipped if they did not work hard

enough, tried to escape, or broke the rules of

the plantation. One slave, named Gordon,

escaped from his Mississippi plantation, and

said that one of his whippings left him in bed

for two months.

Slaves did backbreaking manual labour for

hours on end, six days a week. This image

shows slaves are cutting down sugar cane, one

of the most difficult jobs. Sugar plantations

were enormous, and slaves worked all day in

the burning Caribbean sun without rest.

On arrival in the Americas, slaves would be

sold like cattle in a slave auction to. The slave

traders would try to make the slaves appear

healthy and obedient. Sores and cuts would be

covered with tar, slave bodies would be oiled,

and slaves would be calmed with alcohol.

4. Life as a slave

Lesson 4. Abolition

The story of how abolitionists ended slavery is inspiring. The abolition movement began around 1780, but there was opposition from merchants who owed

their fortunes to slave labour. The abolitionists used many of the features of a modern campaign, delivering speeches and petitions, publishing pamphlets,

and organising boycotts of slave made goods. Their tactics involved ‘awareness raising’, such as circulating images of slave boats, or showing shackles and

chains in public speeches. Finally, in 1807, the slave trade was made illegal, and in 1833 slavery became illegal throughout the British Empire.

See page 141-142 of What Your Year 5 Child Needs to Know.

Learning Objective Core Knowledge Activities for Learning Related Vocabulary Assessment Questions

To understand the sorts of conditions in which slaves lived once they arrived in the Americas.

The Abolitionists were a group of British campaigners, including black former slaves, who persuaded Parliament to end the slave trade.

The Abolitionists were well organised, using methods such as speeches, boycotts and petitions to spread their message.

The abolitionists achieved their aim in 1807, when the slave trade was abolished, and 1833 when slavery was abolished throughout the British Empire.

Pupils investigate the different tactics used by abolitionists to campaign for the end of slavery. Once the tactics have been studied, pupils discuss which were likely to be most successful (resource 5).

Pupils write a speech as William Wilberforce in Parliament, arguing for slavery to be abolished. They must explain what happens to slaves, why it is so cruel, and why it must end (resource 6). Read Equiano’s argument for inspiration (resource 7).

The BBC has a selection of clips on the abolitionist movement. This and this are general overviews, this is about black abolitionists, this is about Macaulay, and this is about Wilberforce.

boycott petitionAbolitionists British Empire

What was an abolitionist?

What methods did abolitionists use to end slavery?

Why did some people oppose the ending of slavery?

What is a boycott?

Which of the abolitionists methods of protest were most effective?

5. Life as a slave

Boycotts:

Speeches:

Petitions:

Pamphlets:

Publications:

5. Life as a slave (complete)

Boycotts: In 1791, Thomas Clarkson convinced

300,000 people to boycott sugar farmed by West

Indian slaves. This caused financial loss to the

slave owning plantation farmers.

Speeches: Abolitionists such as Thomas Clarkson

travelled the country making speeches. He rode

35,000 miles in seven years, and was almost

killed by angry slavers in Liverpool.

Petitions: Whenever Clarkson made a speech, he

asked listeners to sign a piece of paper pledging

opposition to slavery. This is called a petition. By

1792, Clarkson’s petition had 400,000 signatures.

Pamphlets: Abolitionists published pamphlets

showing the horrors of slavery, most famously

the plan of the Brookes ship. An abolitionist

badge was designed by Josiah Wedgewood.

Publications: Many abolitionists were black former

slaves, who described their experiences to British

audiences. Olaudah Equiano, who wrote an

autobiography, was the most famous.

6. William Wilberforce Speech

William Wilberforce was a member of Parliament, and a leading abolitionist. As an

evangelical Christian, he believed it was against Christian morality to allow slavery. He

was also a Member of Parliament, so he introduced bills proposing the abolition of

slavery. However, they were always voted against. For eighteen years Wilberforce

continued to campaign, and finally in 1807 the slave trade was abolished by Parliament.

Slavery nevertheless remained legal in the British Empire. Wilberforce campaigned until

his death in 1833. One month later, slavery was abolished throughout the British Empire.

Imagine you are William Wilberforce. Write a speech explaining to the House of Commons

why the Members of Parliament should vote to abolish slavery. Your speech should

explain what happens to slaves, why it is so cruel, and why it must end.

“Such a tendency has the slave trade to

debauch men’s minds, and harden them to

every feeling of humanity! For I will not

suppose that the dealers in slaves are born

worse than other men—No; such is the

fatality of this mistaken avarice, that it

corrupts the milk of human kindness and

turns it into gall. And, had the pursuits of

those men been different, they might have

been as generous, as tender-hearted and

just, as they are unfeeling, rapacious and

cruel.

Surely this traffic cannot be good, which

spreads like a pestilence, and taints what it

touches! which violates that first natural

right of mankind, equality and

independency, and gives one man a

dominion over his fellows which God could

never intend!

For it raises the owner to a state as far above

man as it depresses the slave below it; and,

with all the presumption of human pride,

sets a distinction between them,

immeasurable in extent, and endless in

duration! Yet how mistaken is the avarice

even of the planters. Are slaves more useful

by being thus humbled to the condition of

brutes, than they would be if suffered to

enjoy the privileges of men?

...When you make men slaves, you deprive

7. Olaudah Equiano #3

them of half their virtue, you set them, in

your own conduct, an example of fraud,

rapine, and cruelty, and compel them to live

with you in a state of war; and yet you

complain that they are not honest or

faithful! You stupify them with stripes, and

think it necessary to keep them in a state of

ignorance. And yet you assert that they are

incapable of learning; that their minds are

such a barren soil or moor, that culture

would be lost on them; and that they come

from a climate, where nature, though

prodigal of her bounties in a degree

unknown to yourselves, has left man alone

scant and unfinished, and incapable of

enjoying the treasures she has poured out

for him! An assertion at once impious and

absurd.

Why do you use those instruments of

torture? Are they fit to be applied by one

rational being to another? And are ye not

struck with shame and mortification, to see

the partakers of your nature reduced so

low? ...But by changing your conduct, and

treating your slaves as men, every cause of

fear would be banished. They would be

faithful, honest, intelligent, and vigorous;

and peace, prosperity, and happiness would

attend you.

Equiano was a freed slave who moved to Britain to become a famous campaigner for the end of

slavery. In 1789 he published his autobiography, and this is an extract arguing for abolition.