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WHAT MADE THOMAS CLARKSON SO ANGRY? (3 lessons and a fourth lesson to deliver speeches) |
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aCTIVITY 1: DRAWING A HYPOTHESIS FROM A SET OF EVIDENCE
Study the following sources of evidence with a partner and write a hypothesis of what you think made Thomas Clarkson so Angry. Your hypothesis should use all of the clues and be a full paragraph in length. You will find the same activity on pages 68-69 of the Red SHP Textbook (Year 8).
ACTIVITY 2: INTRODUCING THE TRIANGULAR TRADE SYSTEM
Watch the BBC History File documentary and write answers on the question sheet below. You will need the information in the documentary to support your speech writing later on. You will find more information on the Economic system of the triangular trade on pages 70-71 of the Red SHP Textbook (Year 8).
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| the_atlantic_slave_trade.docx |
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What: write an effective political speech, giving counter-arguments to contemporary arguments in favor of slavery.
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Activity 3 - researching evidence and countering the arguments of the enslavers
Before you can begin to write an advocacy speech on any subject you must be acquainted with the facts. Facts are those things that can be proven to be true and therefore facts are the basis of effective reasoning.
Completing research to demonstrate reasons put forward by people involved in the slave trade for its continuation will be necessary if you wish to effectively undermine and abolish it.
Complete research using pages 74 to 80 in the Red SHP textbook. Once you have completed your research extend your understanding and add to your research by researching some of the articles at the bottom of the page, the Abolition of Slavery Pages are Thoroughly recommended! (additional resources).
Completing research to demonstrate reasons put forward by people involved in the slave trade for its continuation will be necessary if you wish to effectively undermine and abolish it.
Complete research using pages 74 to 80 in the Red SHP textbook. Once you have completed your research extend your understanding and add to your research by researching some of the articles at the bottom of the page, the Abolition of Slavery Pages are Thoroughly recommended! (additional resources).
| know_your_enemy_-_researching_the_slave_trade.docx |
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Activity 4 – Writing an Excellent Anti-slavery Speech |
| activity–_writing_an_excellent_anti-slavery_speech.docx |
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Resources on creating effective speeches
Read through the ideas on tips from the master using page 80 of the SHP Textbook. From each speech identify the use of the clever structure, language and techniques by the speech maker.
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Churchill May 1940 - the Nazi invasion of France had just occurred and Britain alone and carrying on the fight in Europe looked likely to be invaded next.
Elizabeth I, ‘Speech to the Troops at Tilbury’ (1588)
‘I know I have the body of a weak, feeble woman; but I have the heart and stomach of a king, and of a king of England too, and think foul scorn that Parma or Spain, or any prince of Europe, should dare to invade the borders of my realm; to which rather than any dishonour shall grow by me, I myself will take up arms, I myself will be your general, judge, and rewarder of every one of your virtues in the field.’ |
John F Kennedy's inauguration speech 1960, WWII finished 15 years before and the Soviet Union was an imminent threat to freedom everywhere. Watch from 11.55.
Emmeline Pankhurst, ‘Freedom or Death’ (1913)
We wear no mark; we belong to every class; we permeate every class of the community from the highest to the lowest; and so you see in the woman’s civil war the dear men of my country are discovering it is absolutely impossible to deal with it: you cannot locate it, and you cannot stop it.’ |
Martin Luther King's 1964 speech at the steps of the Lincoln Memorial at the height of the civil rights movement.
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Additional resources
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THOMAS CLARKSON SPEECH RUBRIC:
| slavery_speech_rubric.docx |
Lesson: how important was william wilberforce to the Abolition of the Slave trade?
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In this activity you will engage with the idea of perspectives on the abolition of the Slave trade.
You will create a short documentary film that questions the conventional view: THAT POLITICAL LEADERS IN BRITAIN, NAMELY WILLIAM WILBERFORCE WAS RESPONSIBLE FOR ENDING THE TRANS-ATLANTIC SLAVE TRADE. |
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William Wiberforce' Statue in Westminster Abbey
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You will look at the following INDIVIDUALS AND GROUPS and consider their contribution to ending the trade.
Finally you will script a documentary film that allows you to demonstrate the complexity of the actual story of how the trans-Atlantic Slave trade was abolished:
You will look at the role of the following individuals and campaigners:
Thomas Clarkson
Mary Prince
Religious groups e.g. The Quakers
Female anti-slavery campaigners for example Elizabeth Heyrick
Oulaudah Equiano
Slave resistance in St Domingue and Jamaica
Has slavery actually ended at all?
Finally you will script a documentary film that allows you to demonstrate the complexity of the actual story of how the trans-Atlantic Slave trade was abolished:
You will look at the role of the following individuals and campaigners:
Thomas Clarkson
Mary Prince
Religious groups e.g. The Quakers
Female anti-slavery campaigners for example Elizabeth Heyrick
Oulaudah Equiano
Slave resistance in St Domingue and Jamaica
Has slavery actually ended at all?
here are some resources to get you started:
You can use the pages... to... in the red SHP history textbook to help you start researching and the website and documentary below:
BBC Abolition micro-site
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BBC History File of the Americas, abolition episode
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use the planning sheet below to develop your perspectives of the abolition of the slave trade:
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