Gold, God, Glory

Overview

This 80-minute session explores Year 5 pupils’ understanding of the early European encounters with Africa, focusing on Portuguese and Spanish interests in the 15th and 16th centuries. Pupils build on prior knowledge of the Benin Bronzes, investigating the motivations behind European expansion, the nature of early African-European relationships, and the origins of the transatlantic slave trade. The lesson aligns with the National Curriculum for England by developing historical enquiry skills, chronological understanding, and knowledge of significant events and their impact.

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National Curriculum Links

• History Key Stage 2:

  • Pupils should be taught to:
    • Understand the chronology of significant events in the past (NC Programme of Study: Britain’s settlement by Anglo-Saxons and Scots, the Viking and Anglo-Saxon struggle, etc., extended to understanding broader global events).
    • Use appropriate historical vocabulary to communicate orally and in writing (such as ‘slave trade’, ‘empire’, ‘exploration’, ‘colonisation’).
    • Gain historical perspective by placing events in chronological order and explaining connections.
    • Understand aspects of social, cultural, religious and ethnic diversity of past societies.
    • Develop thoughtful questions and perform enquiries to find answers, using a range of sources.

• Specific aims addressed:

  • Develop chronological understanding of global history beyond Britain.
  • Explore cultural and economic motivations behind exploration and trade.
  • Understand the impact of European expansion on African societies.

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Learning Objectives

By the end of the lesson, pupils will be able to:

1. Recall and explain the significance of Portuguese traders depicted in the Benin Bronzes.
2. Describe the reasons why Portugal and Spain were interested in Africa during the 15th and 16th centuries.
3. Identify key aspects of the early relationships between Spain, Portugal and African peoples.
4. Explain the sequence of events that led to the beginning of the transatlantic slave trade.
5. Use evidence from a historical information sheet to answer questions and support their ideas.
6. Discuss and reflect on differing viewpoints about this period in history.

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Resources

• Benin Bronzes visual reminder (printed image or digital projector)
• Gold, God and Glory information sheet (age-appropriate text with images, maps, timelines)
• Gold, God and Glory recording sheet (questions linked to the information sheet)
• Whiteboard and markers
• Post-it notes or mini whiteboards for quick responses
• Timeline strips for group activity (optional)

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Lesson Structure

1. Starter / Recall (10 minutes)

• Display an image of the Benin Bronzes showing Portuguese traders.
• Ask pupils to recall last session’s discussion:
  • “Who are these people?”
  • “Why were the Portuguese traders important to the Kingdom of Benin?”
• Invite 3-4 pupils to share their recalled facts/observations.
• Briefly summarise: The Portuguese had early contact with African kingdoms, exchanging goods and ideas.

Curriculum link: Recall and communicate historical knowledge using appropriate vocabulary.

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2. Introduction to New Topic (15 minutes)

• Introduce the Gold, God and Glory information sheet. Set context:
  • “In the 1400-1500s, Europe was changing. Countries like Portugal and Spain wanted to explore, trade, and spread religion.”
• Read through the sheet aloud together, stopping to explain key points and check understanding.
• Highlight:
  • Desire for gold and valuable goods,
  • Religious motives (“God”),
  • Glory of expanding empires and fame.
• Use a map to show Portugal, Spain, Africa, and key trade routes.

Curriculum link: Understand wider world history beyond Britain; use chronological knowledge.

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3. Class Discussion & Questioning (15 minutes)

• Pose open-ended questions:
  • Why do you think Portugal and Spain were so interested in Africa?
  • What kind of relationships do you think they wanted to build with African kingdoms?
  • What events do you think started the trade in enslaved African people?
• Encourage pupils to refer to the information sheet.
• Write key ideas from pupils on the board in three columns: Gold, God, Glory motives and Early relationships.
• Address misconceptions and encourage respectful dialogue.

Curriculum link: Develop enquiry skills and consider cause and consequence.

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4. Independent / Paired Work (25 minutes)

• Hand out the Gold, God and Glory recording sheet with targeted questions, for example:
  • List three reasons Portugal and Spain were interested in Africa.
  • Describe the first types of trade between Europeans and Africans.
  • Explain what ‘glory’ meant for these countries.
  • Name one event from the timeline that led to the slave trade starting.
• Pupils work individually or in pairs to find answers using the sheet as a source.
• Teacher circulates, supporting understanding and encouraging evidence-based answers.

Curriculum link: Use sources selectively to answer historical questions.

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5. Group Sharing & Reflection (15 minutes)

• Ask pupils to share answers to key questions in small groups or as a whole class.
• Prompt pupils to explain why they chose their answers and to discuss differences.
• Introduce the idea of different perspectives – how might African peoples have viewed these events? How might European traders have viewed them?
• Summarise by reinforcing the complex motivations behind exploration and the serious consequences, including the start of the slave trade.

Curriculum link: Communicate understanding clearly and consider historical viewpoints.

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6. Plenary / Assessment (5 minutes)

• Quick round of exit questions, e.g.:
  • What were the main reasons Portugal and Spain explored Africa?
  • What was one important event that led to the slave trade?
  • How did early African-European relations begin?
• Responses can be written on mini whiteboards/post-its or spoken aloud.
• Collect recording sheets for formative assessment.

Curriculum link: Assess retention of key knowledge and ability to explain.

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Differentiation

• Support: Provide sentence starters on recording sheets; pair with confident partner; use visual aids such as maps and timelines.
• Challenge: Ask pupils to consider more deeply the ethical impact of the slave trade and present an argument or write a short paragraph explaining their viewpoint.

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Extension Ideas

• Research & present a short biography of a famous Portuguese or Spanish explorer.
• Create a timeline poster showing key events leading from exploration to the slave trade.
• Write a diary entry from the perspective of an African trader or an early Portuguese sailor describing their experiences.

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Teacher’s Notes & Tips

• Prior knowledge is key: remind pupils of the Benin Bronzes and the importance of historical artefacts as evidence.
• Handle the topic of the slave trade sensitively, reinforcing respect for human rights and the gravity of this history.
• Use a range of questioning techniques (why, how, what if) to promote critical thinking.
• Encourage pupils to use historical vocabulary learnt in previous lessons.

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This lesson plan blends enquiry, critical thinking, and source work to engage Year 5 pupils with a complex and important historical narrative, fully aligned with the National Curriculum for England. It offers creative opportunities for discussion, reflection, and deeper understanding of early global interactions and their profound impact.