Students read an extract from the “Gentleman’s Magazine” of 1789 and underline all the arguments the writer puts forward in defence of the slave trade, the considers how these arguments could feasibly be challenged.
Students are provided with a selection of possible questions in the GCSE Paper 1 format (a. Describe, b. Explain, c. Assess). They are told that one of these three-part questions will be set as the end of unit assessment - it is up to the teacher which to choose!
Students are presented with a detailed timeline of the process of abolition, and then provided with four different tasks to choose from which will enable them to make sense of the information. Students can choose one or a combination of these tasks to complete.
Each student is allocated a different character to research and to produce a wiki about. The class then has a balloon debate over several rounds to determine the overall winner. The debate from students at the International School of Toulouse can be seen here.
This PowerPoint provides students with an overview of the actual methods used by the real abolitionists. How do they compare with the campaigns the students came up with for Alan Sugartrader?
Alan Sugartrader of the good ship Amistrad leads the abolitionist movement in your local town. He has invited ambitious young businesspeople to come up with a brand new national campaign designed to generate support for the anti-slavery cause. Using a range of sources and a structured framework for preparation, groups of students have to produce a viable campaign which justifies who it is aimed at, where it will be focused and how it will fund itself.
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