Injustice and Consequences

Overview

This 45-minute lesson is the sixth in a 7-lesson unit titled "Freedom and Justice Journey" designed for Year 7 students (ages 11-12). The focus is on exploring the concept of injustice, understanding its historical consequences with particular reference to slavery, and making connections to contemporary injustices through a structured debate. The lesson strongly aligns with the National Curriculum for England’s History Programme of Study, incorporating enquiry, critical thinking, empathy, and communication skills.

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National Curriculum Links

History Programme of Study (Key Stage 3, Year 7 starter content integrated for Year 7):

• Develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods studied.
• Understand historical concepts such as cause and consequence, similarity, difference and significance.
• Construct informed responses by selecting and organising historical information.
• Use abstract terms such as ‘injustice’, ‘freedom’, and ‘justice’ with increasing accuracy.

English Programme of Study (Spoken Language):

• Pupils should be taught to participate in discussions, expressing and justifying opinions, building on the ideas of others.

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Learning Objectives ("I can" statements)

• I can explain the concept of injustice and identify its causes and consequences in history, focusing on slavery.
• I can analyse and discuss modern examples of injustice, linking these to historical events learned in the unit.
• I can participate confidently in a structured debate, supporting my viewpoints with evidence and listening respectfully to others.

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Curriculum Competencies Developed

• Historical enquiry
• Critical thinking & analysis
• Empathy and ethical reasoning
• Oracy and argumentation skills
• Reflection on continuity and change

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Resources Needed

• Whiteboard or interactive display
• Printed timeline excerpt of the slavery period (key events)
• Visual prompts (images depicting slavery and modern injustices)
• Debate cards (with roles, facts, and viewpoints)
• Worksheets for note-taking (cause/consequence chart)
• Timer/clock
• Sticky notes and pens for student reflections

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Lesson Structure

Time	Activity	Description
0–5min	Starter: Concept Introduction & Definition	Whole class discussion to define ‘injustice’. Use relatable examples (e.g., bullying, unfair rules). Write definition and examples on board.
5–15min	Historical Context: Injustice of Slavery	Present a concise timeline and key facts about slavery’s injustice and its consequences, supported by images. Students work in pairs to fill in a cause & consequence chart.
15–25min	Linking Past & Present: Modern Injustice	Present images or brief scenarios of modern-day injustices (child labour, discrimination, homelessness). Facilitate brief pair-share to identify similarities/differences with historic slavery injustice.
25–40min	Structured Class Debate	Debate Topic: "Is injustice still as harmful today as it was in the past?" Students split into two teams (for/against). Use debate cards to guide arguments. Emphasise respectful listening and evidence use.
40–43min	Reflection & Consolidation	Students write on sticky notes: one new understanding about injustice and one question they still have. Place on class ‘Reflection Wall’. Teacher collects notes for ongoing planning.
43–45min	Plenary & Next Steps	Recap key points from debate and reflection; preview next lesson focussing on ‘Justice and Change’.

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Detailed Activity Descriptions

Starter: Concept Introduction & Definition

• Ask students: "What does injustice mean?"
• Facilitate a brief discussion noting words like “unfairness”, “unequal treatment”, “harm.”
• Record agreed class definition: Injustice is treating people unfairly or denying them their rights, causing harm or suffering.
• Invite students to give quick real-life or story examples.

Historical Context: Injustice of Slavery

• Slide or printed timeline highlights key moments (e.g., capture, Middle Passage, life on plantations, abolition movement).
• Focus on consequences: family separation, loss of freedom, deaths, and long-term societal impacts.
• Students complete a cause & consequence chart in pairs, encouraging deep engagement.

Linking Past & Present: Modern Injustice

• Show 2–3 photos/scenarios (e.g., child labour, racial discrimination, refugees).
• Students discuss similarities and differences in pairs, then share with the class.
• Teacher highlights links in cause, effect, and moral implications.

Structured Class Debate

• Two teams: Pro (injustice equally harmful today) and Con (it was worse historically).
• Use simplified debate structure: Opening statements, rebuttals, and closing points (each speaker 1 minute).
• Debate cards provide facts and phrasing prompts.
• Teacher facilitates to ensure balance, respect, and use of evidence.

Reflection & Consolidation

• Sticky notes capture students’ personal learning and emerging questions about injustice.
• These are displayed publicly to foster community learning and teacher insight.

Plenary & Next Steps

• Teacher summarises key learning, praises contributions, and builds curiosity for next lesson on how justice can lead to change.

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Assessment for Learning (AfL)

• Formative: Observation of paired work and debate participation – focus on use of historical understanding to support arguments.
• Written cause & consequence chart assesses ability to connect event and impact.
• Reflection notes provide insight into individual understanding and misconceptions for future lessons.

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Differentiation

• Support: Provide simplified timeline, sentence starters, and guided questions for lower ability learners.
• Challenge: Encourage higher ability students to consider less obvious consequences and more complex modern injustices.
• All students to be given clear active roles in debate including speaker, timekeeper, or note-taker to build confidence and inclusion.

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Extension Ideas (If time and interest allow)

• Create a visual ‘Justice Wall’ comparing historical and modern injustices with student art or quotes.
• Write a short diary entry imagining life as a person experiencing one of the injustices discussed.
• Research and present a modern-day campaign fighting injustice (e.g., anti-slavery, human rights).

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This plan uses active learning and critical enquiry to deepen students’ understanding of historical injustice, developing skills and attitudes that align firmly with the National Curriculum for England while making meaningful connections to today’s world.