History of the Abolition of Enslaved People PDF

KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Unit 2: The Transatlantic trade of enslaved people Chapter 4: Abolition of the trade of enslaved people Recap The Middle Passage, and plantation life. Vocabulary to recap: branding; House of Commons;...

KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Unit 2: The Transatlantic trade of enslaved people Chapter 4: Abolition of the trade of enslaved people Recap The Middle Passage, and plantation life. Vocabulary to recap: branding; House of Commons; House of Lords; Parliament; shackles. Key vocabulary Abolitionist Someone involved in the public campaign to end slavery or the trade of enslaved people Boycott Organised refusal to purchase a particular product as an act of political or moral protest Evangelical Christian movement that seeks to save people’s souls by spreading God’s word Petition A formal written request, often for a political cause, signed by many people Society for the Abolition Group formed in 1787 to campaign for an end to the trade of enslaved of the Slave Trade people Sons of Africa Group of former enslaved people in Britain who campaigned for abolition West Africa Squadron British fleet of Royal Navy ships used to prevent the trade of enslaved people Key dates 1772 The case of James Somerset rules slavery illegal in Britain 1787 Thomas Clarkson forms the Society for the Abolition of the Slave Trade 1807 Parliament passes the Slave Trade Act Key people Ignatius Sancho Well-known 18th-century Black Briton, and the first to vote in an election Thomas Clarkson Leading campaigner against slavery and the trade of enslaved people William Wilberforce Leading campaigner against slavery in the House of Commons Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 34 KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Check your understanding 1. What roles did Thomas Clarkson and William Wilberforce play in the abolitionist movement? Answer: Clarkson helped form the Society for the Abolition of the Slave Trade in 1787, in order to increase awareness among British people about the realities of slavery. William Wilberforce provided support in Parliament for abolitionism, and repeatedly proposed Bills in Parliament to abolish the transatlantic trade of enslaved people. 2. What methods did abolitionists use to raise awareness about slavery? Answer: In order to raise awareness about the conditions of enslavement, abolitionists organised public talks in which they showed objects used in the transatlantic trade of enslaved people, such as whips, shackles and branding irons. They also published books and pamphlets describing the horrors of the slavery – some of which were written by former enslaved people themselves, such as Mary Prince. 3. How was the trade of enslaved people finally abolished in 1807? Answer: The transatlantic trade of enslaved people was finally abolished in 1807 due to a new Prime Minister coming to power in 1806, who strongly supported abolition. Named Lord Grenville, he introduced a new Bill to Parliament, which was finally passed by 283 votes to 16. 4. Was slavery illegal in Britain during the 18th century? Answer: It was generally understood that slavery was illegal in Britain during the 18th century. However, this was only confirmed in 1772, when a judge found in favour of a formerly enslaved person named James Somerset, against his owner Charles Stewart, a Virginia merchant living in London. 5. What role did Black Britons play in the abolitionist movement? Answer: Black Britons played a central role in the fight for abolition. They formed a campaign group in 1787 named the ‘Sons of Africa’, and shocked the public with their memoirs of enslaved life. By writing and campaigning for abolition, they also proved the intellectual worth of African people, contradicting common belief that they were ‘savages’ and therefore suited to enslavement. Suggested activities Compose a speech by an abolitionist at an early meeting of the Society for the Abolition of the Slave Trade, aimed at gaining support for the campaign. Complete a chart of all the activities undertaken by the abolitionist campaign. Explain what the campaign was and why it placed pressure on Parliament to end the trade of enslaved people. Activities would include: speeches; books and pamphlets; collecting objects used by owners of enslaved people; petitions; and boycotts. Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 35 KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Sources Extracts from The History of Mary Prince, A West Indian Slave (1831). Slave medallion produced by Josiah Wedgwood to promote the abolition of the trade of enslaved people. Available online via the Wedgewood Museum. Britannia giving Freedom to Poor African Slaves, 1798. Available online via the British Library. Thinking deeper questions 1. What were the most powerful campaign methods used to raise support for abolition? Why were these methods the most effective? 2. How do you think the existence of Black Britons such as Ignatius Sancho and Olaudah Equiano living freely within British society challenged people’s assumptions about African people and slavery? Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 36 KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Unit 2: The Transatlantic trade of enslaved people Chapter 5: Abolition of slavery Recap The conditions of the Middle Passage, and the life led by slaves in British colonies. The law-making process in Parliament: Acts of Parliament, votes in the Houses of Lords and Commons, and so on. Vocabulary to recap: abolitionist; evangelical; petition. Key vocabulary Gradualism Abolitionist view that slavery needed to be slowly abolished Immediatism Abolitionist view that slavery needed to be rapidly abolished Missionary A person sent to spread their religion to others, particularly in a foreign country Quaker Christian religious movement that emphasises charity and social justice Key dates 1831 Mary Prince publishes her memoirs of life as an enslaved person 1831 The Baptist War in Jamaica 1833 Parliament passes the Slavery Abolition Act Key people Elizabeth Heyrick Author and founder of the world’s first female abolitionist society Mary Prince Freed woman, who wrote her memoirs in 1831 Sam Sharpe Baptist preacher who inspired the 1831 rebellion of enslaved people in Jamaica Toussaint L’Overture Leader of the Haiti uprising, the most successful Caribbean rebellion of enslaved people Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 37 KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Check your understanding 1. What was the difference between the gradualist and the immediatist arguments? Answer: Abolitionists in support of gradualism believed that ending the trade of enslaved people would lead to the gradual disappearance of slavery. Abolitionists in support of immediatism argued that slavery must end immediately. Some immediatists, such as Elizabeth Heyrick. made the controversial argument that violent rebellions were a legitimate response to the tyranny of enslavement. 2. What role did women play in the campaign to abolish slavery? Answer: Women played a significant role in the campaign to abolish the trade of enslaved people. Elizabeth Heyrick published many pamphlets and co-founded the ‘Birmingham Ladies Society for the Relief of Negro Slaves’, the world’s first female abolitionist society. Mary Prince was a formerly enslaved woman whose memoirs published in 1831 supercharged the abolitionist cause. 3. How did Christianity influence rebellions of enslaved people in the Caribbean? Answer: Christianity influenced rebellions of enslaved people in the Caribbean because organised religion gave enslaved people three powerful tools: literacy, organisation and a series of inspiring Old Testament stories – such as Moses freeing the Israelites from slavery in Egypt. 4. What was the outcome of the 1831 Baptist War? Answer: The 1831 Baptist War in Jamaica caused around £1 million of damage. British officials responded with three months of suppression to restore control. Some 300 strikers were killed in the fields, and another 340 were executed following a trial. The leader of the rebellion, Sam Sharpe, was hanged on 23 May 1832. 5. To whom did the British government pay compensation following the abolition of slavery? Answer: The British government paid compensation to owners of enslaved people for their loss of property, worth a total of £20 million (equivalent to £17 billion in today’s money). However, no compensation was paid to the former enslaved people. Suggested activities Compose a speech by an enslaved plantation worker in the Caribbean, encouraging fellow workers to join a rebellion against the plantation owners. Create a mind map with evidence to support three different commonly made arguments for why slavery was abolished in 1833: pressure from abolitionists in Britain; pressure from enslaved people in the West Indies; the impact of the industrial revolution on enslaved labour. Sources The Negro’s Complaint, a poem by William Cowper, published with coloured woodcuts in 1826. Available online via the British Library. John Bull taking a Clear View of the Negro Slavery Question!! by Daniel Cruickshank, 1826. Available online via the British Library. Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 38 KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Thinking deeper questions 1. Why do you think many of the main abolitionists were evangelical Christians? 2. What do you think was the most important factor leading to the abolition of slavery throughout the British Empire in 1833? Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 39 KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Unit 3: The Industrial Revolution Enquiry Question: What drove the industrial revolution: steam, cotton or coal? Chapter 1: The steam engine Recap The lives lived by most people in pre-industrial societies – agrarian societies, with most of the population farming the land. The nature of a historical ‘revolution’. Vocabulary to recap: revolution. Key vocabulary Birmingham West Midlands industrial hub, known as the ‘city of one thousand trades’ Blast furnace Brick or stone tower in which iron ore is heated with coke to create cast iron Cold condenser Key component of the Watt steam engine, which greatly improved its efficiency Efficiency Achieving maximum productivity with minimum wasted energy or expense Industry The processing of raw materials into manufactured or consumable goods Piston A disk fitted into a cylinder, moving up and down – crucial component of a steam engine Spinning Process of twisting and winding raw cotton fibres to create thread Steam engine Machine that uses the expansion or condensation of water to generate power Key dates 1712 Newcomen builds his first functioning steam engine 1776 Watt builds his first functioning steam engine Key people James Watt Engineer who designed an efficient steam engine with wide commercial use in 1776 Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 40 KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Check your understanding 1. What was Newcomen’s first steam engine used for? Answer: Thomas Newcomen’s first steam engine was used for pumping water out of coalmines. In the 18th century, mines were prone to flooding, frequently drowning the minters who worked in them. Newcomen’s invention could prevent this from happening. 2. Why was it cost effective to use Newcomen’s steam engine in coal mines? Answer: It was cost effective to use Newcomen’s steam engine in coalmines, as the engine consumed a great deal of coal, making it expensive to run. However, at coalmines the necessary fuel was abundant and effectively free, so the steam engine was cost effective to run. 3. How did James Watt’s steam engine improve on the design of Thomas Newcomen? Answer: James Watt’s steam engine improved on the design of Thomas Newcomen’s engine, as it used a new part called a cold condenser. This meant that the cylinder did not have to be cooled repeatedly and could instead remain permanently hot. This made the engine more efficient to run, as it used up less coal heating, then cooling, then reheating the cylinder. 4. What purposes were Watt’s first two steam engines used for? Answer: Watt’s first two steam engines were used to pump water out of a coalmine in Staffordshire, and to power bellows for a blast furnace in Shropshire. 5. What purposes were Watt’s steam engines used for during the 19th century? Answer: During the 19th century, steam engines based on Watt’s design were used to press oils from seeds, crush sugar, weave textiles, harvest wheat, power trains, print newspapers, and eventually create electricity. Suggested activities Introduce the industrial revolution by comparing several statistics between 1750 and 1900: Britain’s population; London’s population; percentage of urban population; life expectancy; miles of railway track, and so on. This should give pupils some idea of the ‘revolutionary’ nature of the change. To put the industrial revolution in perspective, ask pupils to list the four objects they use most in their day-to-day lives (car, train, television, games console, and so on) and then discuss how many of them, if any, existed before 1750. Ensure that pupils clearly understand the fundamental genius of the steam engine: it harnesses the energy within fossil fuels to create power. Humans no longer had to rely on their own, or animal muscle, for power. Sources ‘Real GDP by world region’ graph for the last 2000 years, produced by Our World in Data website. Puts the industrial revolution into a global perspective. Animated diagram of a working Watt steam engine. Available online via National Museums Scotland. Tour of James Watt’s attic workshop. Available online via the Science Museum. Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 41 KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Thinking deeper questions 1. Why do you think that Watt’s steam engine had such a revolutionary effect on the world? 2. How has Watt’s invention of an efficient steam engine shaped the world that we live in today? Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 42 KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Unit 3: The Industrial Revolution Chapter 2: Cotton textiles Recap Revolutionary impact of James Watt’s efficient steam engine. Vocabulary to recap: industry; steam engine. Key vocabulary Cottage industry Small-scale business or manufacturing taking place in people’s homes Cromford Mill Cotton mill built by Richard Arkwright, said to be the first factory in Britain Crompton mule Invention that combined the spinning jenny and the water frame to spin cotton Exponential A growth that becomes increasingly rapid as it grows Factory system Form of work that involves large workforces, large buildings and machinery Handloom Hand-operated machinery, used to weave textiles in Britain since the Roman period Manchester Centre of Britain’s cotton industry, nicknamed ‘Cottonopolis’ Mechanisation Introducing machines to a process to make it more efficient Powerloom Mechanised loom for weaving cotton, driven by a steam engine Spinning jenny Machine created by James Hargreaves to spin eight cotton threads at once Water frame Machine created by Richard Arkwright using water power to spin cotton Weaving Process of interleaving threads, such as cotton, wool, linen or silk, to make textiles Key dates 1764 Hargreaves invents the spinning jenny 1769 Arkwright invents the water frame 1775 Arkwright opens the Cromford Mill Key people James Hargreaves Handloom weaver from Lancashire who designed the spinning jenny Richard Arkwright Industrialist who designed the water frame, and built many factories Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 43 KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Check your understanding 1. What does the term ‘cotton industry’ mean? Answer: A cottage industry is a small-scale business or manufacturing that takes place in people’s homes. For example, the spinning and weaving of cotton before the 18th century was a cottage industry. Cotton was spun by women and children in poor farming communities using a spinning wheel, and individual men using a handloom would weave cotton thread in their own houses. 2. How did Hargreaves’ and Arkwright’s inventions improve the efficiency of cotton spinning? Answer: James Hargreaves’ invention of the spinning jenny meant that one person operating a spinning wheel could spin eight different threads at once, not one. Arkwright’s water frame meant that water, and not human muscle, was able to power a spinning wheel. Both inventions greatly increased the volume of cotton a single person could spin. 3. How did the application of steam power to cotton manufacturing change the cost of textiles? Answer: The application of steam power to cotton manufacturing greatly reduced the cost of textiles. The cost of fine cotton thread dropped by 90 per cent in the ten years from 1785 to 1795. This is because a factory with machines could make cotton textiles much more cheaply than handmade cotton textiles. 4. Why was Lancashire an ideal location for the production of cotton textiles? Answer: Lancashire was the ideal location for the production of cotton textiles because of its geography. The nearby coalfields could provide the fuel for the steam engines; the nearby port of Liverpool could supply raw cotton from the Americas; and the damp climate meant that cotton thread would not snap under pressure in the machines. 5. How did mechanisation allow Britain to dominate the world trade in cotton textiles? Answer: Mechanisation allowed Britain to dominate the world trade in cotton textiles because Britain could sell cotton that was cheaper, and better quality, than anywhere else in the world. The value of British cotton exports grew from £248 000 during the 1770s to £29 million during the 1820s. By then, cotton comprised 62 per cent of all British exports. Suggested activities Discuss areas of life that are currently becoming mechanised (for example, automated checkouts in supermarkets) as an analogy for the mechanisation of the textiles industry. Encourage pupils to understand how textiles are made, and that almost all clothing that we wear today still requires spinning and weaving of raw material. Sources Ralph Mather described the work of the children in Richard Arkwright's factories in his book An Impartial Representation of the Case of the Poor Cotton Spinners in Lancashire (1780). Available online via Spartacus Educational. Statistics of raw cotton imports and cotton goods exports to and from Britain. Available online via Spartacus Educational. The Industrial Revolution by Matthew White. Available online via the British Library. Animation of a steam-powered spinning mill. Available online via BBC History. Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 44 KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Thinking deeper questions 1. Why do you think it was in Britain that machines for manufacturing cotton were invented? 2. How would people who made a living from spinning and weaving textiles respond to these inventions? Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 45 KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Unit 3: The Industrial Revolution Chapter 3: Iron and coal Recap The invention of the steam engine and the mechanisation of the production of cotton textiles. Emphasise that these innovations relied on coal to fuel their engines. Vocabulary to recap: factory system; steam engine. Key vocabulary Coke A fossil fuel with high carbon content and few impurities, created by heating coal Key dates 1710 Darby creates cast iron using coke Key people Abraham Darby Ironmaster who pioneered the use of coke, made from coal, to create cast iron John Wilkinson Famous ironmaster who designed the cylinders for Watt’s steam engine Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 46 KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Check your understanding 1. Why was coal being mined in Britain before the industrial revolution began? Answer: Coal was being mined in Britain before the industrial revolution began, to be used for tasks such as heating houses, baking bricks and tiles, evaporating water in salt pans and brewing beer. 2. Why did Britain have to import much of its iron from abroad by 1700? Answer: Britain had to import much of its iron from abroad by 1700 because the production of cast iron required charcoal, and Britain was running out of suitable trees. Charcoal is made by carbonising wood, and Britain did not have enough wood. So, it had to import iron from Sweden and Russia. 3. Why were so many factories built near coalmines during the industrial revolution? Answer: Factories were built near coalmines during the industrial revolution because so many of them depended upon coal to fuel their furnaces or power their steam engines. Coal was heavy and expensive to transport. Therefore, it made sense to place industries close by coal reserves. 4. What was Abraham Darby’s invention, and how did it increase cast iron production in Britain? Answer: Abraham Darby’s invention was to use coal, not charcoal, in order to make cast iron. However, he first had to bake the coal at a high temperature to drive off impurities. This produced coke, which could successfully be used in a blast furnace, allowing Darby to create abundant supplies of cheap iron. 5. What iron objects did John ‘iron mad’ Wilkinson build during his career? Answer: During his career, John ‘iron mad’ Wilkinson built iron cannons for the Royal Navy, an iron pulpit for his local Methodist church, an iron coffin and an iron obelisk marking his grave. Suggested activities Look at a map of British coalfields, and link that to urbanisation in Britain. This should demonstrate that industrial growth occurred alongside natural reserves of coal. Sources The Black Country Living Museum has some great learning resources to do with coal mining and the production of iron. See in particular their ‘Coal and Steam’ workbook. The National Coal Mining Museum has some excellent online resources, about the experience of mining coal during the industrial revolution. Painting In the Nineteenth Century the Northumbrians show the World what can be done with Iron and Coal by William Bell Scott (1861). Available online via the National Trust. Painting Coalbrookdale by Night by Philipp Jakob Loutherbourg (1801). Available online using these details as search terms. Blast furnace animation. Available online via BBC History. Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 47 KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Thinking deeper questions 1. Could the industrial revolution have started in Britain had it not been for the abundant supply of coal? 2. Could the industrial revolution have started in Britain had it not been for Abraham Darby? Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 48 KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Unit 3: The Industrial Revolution Chapter 4: Transport Recap The resources required to fuel the industrial revolution, in particular heavy goods such as coal, iron and bricks. The steam train and its ability to provide power. Manchester’s role as ‘Cottonopolis’ and its dependence upon the port in Liverpool. Vocabulary to recap: steam engine; Manchester. Key vocabulary Canal Artificial waterway, often built to transport heavy goods Navvies 19th-century labourers involved in the construction of a road, railway or canal Packhorse A horse used to carry heavy loads on its back Rocket Steam train built by George Stephenson to travel between Liverpool and Manchester Key dates 1761 The opening of the Bridgewater Canal 1804 Trevithick builds the first functioning steam train 1830 Opening of the Liverpool to Manchester Railway Key people George Stephenson Engineer who built the first public railway, famous for his train Rocket Richard Trevithick Cornish engineer who designed the first working steam train Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 49 KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Check your understanding 1. Why were canals so efficient at transporting heavy goods across Britain? Answer: Canals were very efficient at transporting heavy goods across Britain because they dramatically increased the volume of goods that could be carried by a single horse. At the very most, a packhorse can carry 150 kg of coal. However, if coal is loaded onto a barge, and that barge is floated in a canal, then the same horse can pull up to 300 000 kg of coal. 2. What was the impact of the Duke of Bridgewater’s canal opening in 1761? Answer: The Duke of Bridgewater’s canal opened in 1761 and immediately halved the cost of coal in Manchester. This is because the canal linked his coalmine in Worsley, Lancashire, to the growing industrial city of Manchester. 3. What challenges did the early steam locomotives face? Answer: The early steam trains faced challenges because they were inefficient. They used too much coal, broke down, and caused railway tracks to buckle under their weight. For example, Trevithick built the first functioning steam train, but it could only travel at 2.4 miles per hour. 4. Which steam locomotive won the 1829 competition to travel between Manchester and Liverpool? Answer: George Stephenson’s train Rocket won the 1829 competition to travel between Manchester and Liverpool. His train was the clear winner, reaching a top speed of 30 miles per hour. The Liverpool to Manchester Railway held its grand opening a year later on 15 September 1830. 5. What was working life like for those people who built the railways? Answer: The people who built the railways were known as ‘navvies’, short for ‘navigators’. Life for navvies was tough, with backbreaking and dangerous labour. The work attracted young men, often from Ireland, and navvies gained a reputation for hard working, hard living and hard drinking. However, the work was well paid. Suggested activities Compare images of a packhorse carrying a heavy load with an image of a horse pulling a barge, to conceptualise the improved efficiency. Visit any local canals that may be close by your school and consider what goods they were built to transport for local industries. The National Railway Museum has excellent classroom resources, such as a worksheet on how a steam train engine works. Sources John Sykes’s account of the opening of the Stockton to Darlington Railroad. Available online via Spartacus Educational. Lady Wilton’s account of the death of William Huskisson during the opening of the Liverpool to Manchester Railway. Available online via Spartacus Educational. The National Railway Museum has a wide collection of resources. See in particular their images from the exhibition ‘Fear and Fascination: Art from the dawn of the railways’ on their website. Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 50 KS3 Knowing History Modern British and World History 1760–1900 2nd edition Teacher Guide Thinking deeper questions 1. Why do you think it took so long for engineers to perfect the design of the steam train? 2. In what ways do you think the arrival of the railway changed people’s lives in Great Britain? Text © Laura Aitken-Burt, Robert Peal and Robert Selth 2022; Design © HarperCollinsPublishers Limited 2022 51