Through role play and audio visual aids, the sessions follow the lives of four people who lived in Africa about 200 years ago; looking at how they lived in Africa before the arrival of the Europeans; how they were taken into slavery; and what happened to them after that. Ideally, this is a full day workshop, but it could be condensed into a ½ day, or even split into 4 different lessons depending upon the time available. A variety of background information and follow-up activities are also available.

This workshop is specifically written for the KS3 History Curriculum but it can be successfully adapted for KS2 or KS4 pupils. It can be incorporated within History, PSHE or Citizenship lessons or within the KS2 Creative Curriculum.

Learning Objectives
a) History driven

To help pupils understand:

• The origins of slavery and its links to the development of the British Empire.
• How the slave trade worked, who benefited and its impact on Africa.
• The conditions slaves had to endure on the slave ships and on the plantations.
• The role of the individual in history.
• That slavery remains an important issue at the start of the 21st century.

• Appreciate what motivated people living in the past.
• Cross-reference written and visual sources.
• Select and deploy information carefully in order to (i) inform and (ii) persuade an audience.
• Write causal explanations.
• Engage in controversial debates and improve their speaking and listening skills.
• Use ICT effectively – both (i) as a research tool to keep up-to-date with current issues and (ii) to organize and communicate their ideas creatively.
• Run an effective ‘political’ campaign.

• Promoting Citizenship (Knowledge and understanding about becoming informed citizens 1i; Developing skills of enquiry and communication 2a, 2b, 2c; Developing skills of participation and responsible action 3a, 3b, 3c)
• Literacy Across the Curriculum (Speaking & Listening, Editing & Redrafting, Writing for audience/purpose, Reading for meaning)
• ICT Across the Curriculum (Contains elements from the following strands: Creating and presenting; Searching and researching; Communicating and collaborating)
• Assessment for Learning (Modelling, Marking, Target setting)
• Engagement and Motivation (Aiding pupils to connect with the learning experience)
• Working creatively and collaboratively
• Learning Styles (Caters for pupils across the learning style spectrum; in particular those who are Interpersonal, Kinaesthetic, Verbal or Visual learners)