Empire and Slavery

Overview

A 60-minute lesson designed for Year 7 students exploring the British Empire and Slavery aligned to the National Curriculum for History (England). This lesson integrates inquiry, source analysis, and critical discussion to develop historical understanding and skills. It targets key historical concepts such as cause and consequence, change and continuity, and ethical judgement.

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National Curriculum Links

Key Stage 3 History Program of Study (Years 7–9) relevant extracts:

• Understand how Britain’s expanding empire affected societies and cultures around the world.
• Develop historical knowledge of significant events including the transatlantic slave trade and abolition movements.
• Explore the diversity of experiences and perspectives of people affected by empire and slavery.
• Analyse a range of source materials critically to understand historical narratives and bias.
• Construct informed arguments about the causes and consequences of historical events.

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Learning Objectives

By the end of this lesson, students will:

1. Describe key aspects of the British Empire’s expansion and its involvement in the transatlantic slave trade.
2. Identify and explain the impact of slavery on enslaved people and the wider world.
3. Analyse historical sources to understand different perspectives on slavery.
4. Evaluate the significance of abolition movements and discuss the lasting legacies of empire and slavery in Britain today.
5. Develop historical communication skills through group discussion and presenting arguments.

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Lesson Outline

Time	Activity	Description	Resources/Materials
0–10 min	Starter: Mapping the Empire	Begin with an interactive classroom mapping activity. Show a blank world map. Ask students to plot major territories of the British Empire by 1800, highlighting Caribbean and African regions involved in the slave trade. Discuss briefly the global scale of Britain’s empire.	World map printouts or projected digital map; coloured markers; Empire fact cards
10–20 min	Mini Lecture: Empire & Slavery Overview	Use a structured PowerPoint or whiteboard summary covering:

• The expansion of the British Empire and its motivations
• The transatlantic slave trade: routes, scale, and mechanisms
• Lives of enslaved people: working conditions, families, resistance
• Key abolition figures: William Wilberforce, Olaudah Equiano | PowerPoint slides or whiteboard; short video clip (~3 min) showing a historical dramatization (optional) | | 20–35 min | Source Analysis in Groups | Students work in groups of 5 to analyse a set of 3 different types of sources:
• A slave ship log/manifest (primary source)
• An abolitionist poster or speech excerpt
• A plantation owner’s diary extract | Source packets printed; worksheets with guiding questions (e.g. Who wrote this? Why? What message/information does it convey? What doesn’t it tell us? What biases might it contain?) | | 35–50 min | Group Discussion and Debate | Reconvene for class discussion. Prompt critical thinking with questions:
• What might life have been like for enslaved people?
• How do we know about these experiences?
• Why did abolition take so long?
• What impact does this history have on Britain today?
  Divide groups into for/against abolition arguments for a brief debate to explore complexities. | Prepared question prompts; classroom debate setup | | 50–60 min | Plenary and Assessment | Individual exit task: Write a short paragraph answering: “Why is it important to study the history of the British Empire and slavery?” Collect these for formative assessment of understanding, empathy, and historical judgement. | Exit card slips or exercise books; pen |

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Assessment Opportunities

• Formative:

  • Worksheet responses during source analysis (evaluating comprehension and critical thinking)
  • Participation in group discussions and debate (verbal reasoning and use of evidence)
  • Exit paragraph task (written communication and reflection)

• Summative Suggestions for Future Lessons:

  • Extended writing on abolition movements
  • Timeline creation of British Empire with emphasis on slavery-related events
  • Creative task: a diary entry from the perspective of an enslaved person or abolitionist

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Differentiation and SEND Support

• Provide simplified source versions or additional scaffolded questions for lower ability learners.
• Challenge higher ability students with comparing contrasting sources or exploring moral dilemmas of empire.
• Use visual aids, keywords lists, and sentence starters to support writing and discussions for SEND students.
• Allow group roles to support participation (recorder, speaker, summariser).

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Recommended Resources (UK Curriculum Friendly)

• Books:
  • "Journey to the River Sea" by Eva Ibbotson (extracts relating to empire contexts)
  • "Slavery and the British Empire" – BBC Bitesize materials (print versions used in class)
• Primary Sources: Documents from the National Archives UK, including abolitionist pamphlets and slave ship logs (simplified versions)
• Videos:
  • Short dramatised BBC clips on abolition and slavery (age appropriate)
  • Historical timelines on British Empire expansion (interactive whiteboard content)
• Support Materials:
  • Laminated world maps featuring empire territories
  • Source analysis worksheets tailored to Year 7 history skills progression

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Teacher’s Notes

• Emphasise the ethical reflections on slavery and empire while maintaining historical objectivity.
• Encourage empathy but also critical awareness of historical context and sources.
• Be sensitive to students’ backgrounds and experiences when discussing slavery.
• Use this lesson as foundation for broader study into British history, empire, and global connections as per Year 7 curriculum progression.

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This lesson balances content knowledge with critical historical skills development, meeting National Curriculum requirements while engaging students actively through diverse, thought-provoking activities.