Endingslavery: an Unfinished Business

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ENDINGSLAVERY: AN UNFINISHED BUSINESS

A RESOURCE PACK FOR CITIZENSHIP, HISTORY & RE Acknowledgements ENDINGSLAVERY 2 tthews of Church Mission verpool John verpool h Li c Anita Ma Chur Charity reg no 220297 Society 157 Waterloo Road London SE1 8UU arz of Castle Museum, p 42; The h hw Norwic ery effort has been made to trace the w. Ev . Suzanne Sc wment Trust. more information on the For Mission Society and Citizenship , es h ust, see www.westhill.org. g erpool p 22 and cover (manillas);erpool p 22 and cover Wedgwood r c v T very International pp 7 image D and 9 slave oject. esses belo the of where but this has not been copyrights enship dr s of esthill Endo yright ima k wton Pr W Anti-Sla 2006 Chur Citiz Foundation 63 Gee Street London EC1V 3RS Charity reg no 801360 or uman rights.offers CF a wide range of projects, services wner urriculum development and teacher training. and teacher urriculum development Its core o and products to support all age for education citizenship groups and across formal and informal settings. more For information go to www.citizenshipfoundation.org.uk. mission is to promote engaged,mission is to promote informed and critical citizenship,of based on the values democracy, justice and h Copyright permissions editors the following The to use acknowledge cop More about the More about Foundation Citizenship to work in 1989 was founded foundation Citizenship The education,citizenship better for through principally c Acknowledgements by:Written Fiehn Terry Edited by: Don Rowe Design: Nomad Graphique generous support has been produced with the pack This of w Museum Trust pp 25 and 35;Museum Trust Hull County Council p 35; p 38; University Brooklyn Cornell Library University p 39; Noel Collection p 40; ship; Mary Picture Library Evans p 9; Bridgeman Art The Library, pp 10, 11,14, 20, 23,Museums Li 24, 36, 37; National The MarinersThe Museum, Newport News, Virginia, p 7 image B; possible, owners should contact the editors copyright at the ad CMS and CF also wish to thank Mission Society Moores University and MarylynnMoores University of Rouse John The Ne John Newton Project p 44. Newton John © Foundation ISBN 978-0-9530185-7-3 . , 9000 over ocacy site ocacy v time t ade campaigner tr e v Since tha See also the ad and who will, year, next as held. obe” dr . ar acemovie.com and/or check the and/or check acemovie.com g r W leading anti-sla g a , guide to the film.

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ral part of their Christian duty to evangelise .cms-uk.or .amazing slavery which to bring misery continues slavery to millions her’ her’s guide which was sent to every school as a guide which school was sent to every her’s h g y 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials result of the support of people, many in particular itc ilberf istorically, Mission Society has been the Church ritain to involve ordinary classes across all citizens ritain to involve hat young people will be inspired and equipped to young hat

nvolved for over 200 years in the campaign against over for nvolved Credits © men and women have worked for CMS in 26 countries for worked men and women have in Africa, Asia, the Middle East. Europe and Many people free from on setting specifically projects focus ofthe chains injustice, poverty, addiction and modern da of people. more about CMS and other projects For and addiction (including to ending slavery related go to Free) Setting Captives All and for Free www www.theamazingchange.com. Anglicans who the abolition of saw injustice as an inte worldwide. the first Amongst those present at meeting (who also,Wilberforce were William incidentally, Newton, the RSPCA) and John founded in whose house the meeting w teac companion to this booklet. go to access these clips To www in 1799 (as founded Mission Society was Church The the Chur Walden has generously made available some clips made available has generously Walden teachers to download free and use in from the film for conjunction with this booklet and the dedicated teac Mor We have been able to make this resource available as this resource available to make been able have We a Lion, Media who produced “The last year Walden the W Video support (as well as the slaves themselves) in the struggle to themselves) (as well as the slaves practice.end an evil of it is a good example As such when can come about change how people work a just cause and it is offeredtogether for in the hope t of the continuation a stand against take and slavery injustice in the world today. About this booklet About booklet is offeredThis free of of as a result charge a Mission Society between the Church collaboration (CF). Foundation (CMS) and the Citizenship H i slavery, parts and oppression in many injustice of the world as part of Christian mission. its wider anti- The the first was major campaign in movement slavery B release a major film about the life and work ofrelease a major film about the life William W Church Mission Society ENDINGSLAVERY 3 R FO K AC RESOURCE P A SLAVERY: terials may be copied or altered for educational purposes. educational be copied or altered for terials may CITIZENSHIP, HISTORY & RE HISTORY CITIZENSHIP, Ma tion. ounda enship F

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c ENDING AN UNFINISHED BUSINESS AN UNFINISHED 2006 Chur © Contents ENDINGSLAVERY 4 5 6 8 15 18 26 33 35 36 37 38 39 40 41 42 43 44 46 47 y of The Zong y terials may be copied or altered for educational purposes. educational be copied or altered for terials may Ma tion. omen against slavery ounda Slavery across time and place Slavery across Trade Slave The Transatlantic in Britain support slavery? Why did people The campaign to abolish slavery Slavery Today slavery The campaign against modern Thomas Clarkson William Wilberforce Olaudah Equiano Slave resistance and revolt Elizabeth Heyrick W Citizens against slavery The sugar boycott The stor The John Newton stor Slavery and global action enship F Mission Society and Citiz h c

ences mation Sheet 9 mation Sheet 10 mation Sheet 6

2006 Chur ntroduction Refer Infor Infor Information Sheet 11 Information Sheet 8 Information Sheet 7 Infor Information Sheet 5 Information Sheet 4 Information Sheet 3 Information Sheet 2 Information Sheet 1 Lesson Seven Lesson Six Lessons Four/Five Lesson Three Lesson Two Lesson One I Contents © Introduction ENDINGSLAVERY 5 e v the sla the materials e standing of ers ange of abilities. The range of and teaching a modern and the slavery day y wide r a been used to mak e pen their under v the nineteenth centuries gainst slavery. gainst ated by the bicentenaryby ated of the abolition eness of ar erentiation by outcome rather than by task than by outcome rather by erentiation w f terials emplo and dee vices ha students of entiation h ease students’ knowledge of the campaign to liament and decision mak e c ginning of oups and the methods they use to influence oups and the methods they g aise a r ar fer a P Link the campaign to abolish slavery then with the Link the campaign to abolish slavery today campaign to fight slavery students’Develop understanding of pressure g R Deepen students’ understanding of the events commemor of trade the slave Incr in the end ofend slavery the eighteenth and be campaign a regard to the National Curriculum to the National regard Citizenship ore specifically historical elements and the citizenship historical elements ore specifically hich allow more able students to pursue allow more able hich their own ble to supportble those who find some information may ommunication, and presenting reasoned argument hese ma esear n learning exercises, methods – matching card sorts, narrative, role play, use of ICT, writing, and – whichpresentations are designed to motivate making eng activities encourage students to work together in pairs students will be and small groups and so more able a sheets challenging. main form of The differentiation used is dif the activities allow students to participatebut their at oflevel ability. Some de • • • Dif T as alternative, such more accessible simpler cards in Activity 2, wish to simplify some of teachers but may the information sheets to meet the needs of their students. of are a number There opportunities provided w r Aims of materials in years students 9 and are targeted at materials These 10. aim to: They • • trade and the anti-slavery campaigns of campaigns trade and the anti-slavery the past and in the present day. combined unit with the historycombined on the focusing teacher m on modern on campaigning and focusing or RE teacher slavery. I Programmes of 4, stages 3 and key at Study the areas – into the following fit very happily materials human rights, pressure groups, campaigning, taking action, participation, skills of enquiry and c discussion skills. developing terials may be copied or altered for educational purposes. educational be copied or altered for terials may Ma tion. y. ution to er v ounda sla n le contrib enship F b moder er the history of the v ly campaignersly were - forming hat is taught in respect ofhat the the ear history and in other textbooks aspects of y ld.’ n y ttempt to co or roup to lobby MPs,roup to lobby informing by the public Mission Society and Citiz g h petitions, local action groups, using products c

e , the w significant and identifia or RE classroom where wished to or RE classroom the teacher e ble internationalble trade and economic tment to find out w a pins man y ting do not a

ocus here is on the way in which individuals,ocus here is on the way small omote the campaign and consumer boycotts – all omote the campaign and consumer boycotts e essur y ernment and decision makers. vides a perfect vehicle for students to learn for about vehicle vides a perfect par v o por 2006 Chur pr ost successful pressure group in modernost successful pressure o overnments to stop slavery in the areas under their to stop slavery overnments arliament abolishing the transatlantic slave trade, slave arliamenttransatlantic abolishing the nd a further five years before slaves weretruly nd a further slaves years before five hang he f he e oday. against world throughout the are forced People

heir will and under threat ofheir will and under threat punishment and physical Introduction © The materials could be used in discrete citizenship could be used in discrete materials The lessons, particularly the lessons dealing with modern slavery. would also fit well into lessons in the They histor materials whichmaterials will already be in use in classrooms. T action to bring about groups and large groups can take change. Mead said: As Margaret a doubt that ‘Never small group of thoughtful, can citizens committed c transatlantic slave trade itself slave transatlantic nor of on plantations life in British colonies. are plenty of There good accounts of these in moder a These materials have a strong citizenship orientation. a strong citizenship have materials These T pressure groups and the tactics they use to influence pressure groups and the tactics they g to pr of which would be familiar aspects of present day campaigns. movement Studying the anti-slavery pr These materials are designed to link the campaign in materials These the end ofBritain at the eighteenth and beginning of against the nineteenth centuries to the campaign today.slavery is how ‘modern’ is remarkable What the methods used b newsletters, holding meetings, using investigative r abuse to work as sex slaves, to work abuse as sex soldiers, child bonded labour, labour and in other types of forced work. There work to be and much is still a campaign to be fought done. on bringing pressure to bear involves This g control and to support escaped who people have slavery. fairer, for It also means campaigning more equita arrangements which the poverty to help alleviate under t However, of in a wide variety slavery forms continues t passed in 1807.passed in yearsanother twenty six It took before abolished in 1834) force 1833 (brought into an Act in the institution ofEmpire throughout the British slavery a in 1838.emancipated this - to achieve campaign The - was the first of example movement the anti-slavery an extra-Parliamentary campaign in which a broad range of were involved. British citizens was perhaps the It m parliamentary history. The year 2007 marks bicentenary the year The of the Act of P mak citizenship within the school curriculum. the school within citizenship case the In any should talk to the cooperating teacher citizenship de transatlantic slave trade. slave transatlantic a sense to teach It makes Lesson One ENDINGSLAVERY 6 ormation . y ohibited in tes (see inf bout how slavery should bout how slavery ade shall be pr lasts to this da t eement a r ned with this later in this unit of ned with this later g tha children and women children y ollowing main types of today: slavery Human Rights sta ac ut most definitions include the idea that the ut most definitions include g ade of tr tion of a x is not total a aditional or chattel slavery (bought sold and aditional or chattel slavery reated as a commodity rather than as a r e lar T a piece human being or bought and sold like of property or have somewhere leaving Stopped from of placed on their freedom restrictions movement. is the bicentenary of abolishing the Act the in 2007 trade slave to British history has a particular relevance has a le Se labour Forced Bonded labour (people become slaves off to pay have because they they a debt but earn it off) enough to pay never forms ofWorst labour child T as property) marriage. Forced transatlantic slave trade because it: slave transatlantic k. shall be concer all their forms.’ ‘No one shall be held in held in slavery or servitude; slavery and the slave tr e or her • • • • • • • • • • • Explain that the next three lessons focus on the three lessons focus the next Explain that T and to make points the students wish out any Draw link to human rights. Article 4 of the Universal Dec in most is outlawed although slavery Explain that countries throughout the world it carries on and that w w It identifies the f sheet 6b) be defined b beings as a chattel other human people are owned by (possession) or as property can be bought and that sold; of are deprived they that their human rights and their owners ifcannot leave want; they their and that labour or services force. are obtained by • • • • terials may be copied or altered for educational purposes. educational be copied or altered for terials may Ma h tion. work, chains, work, d ounda It says that the that It says . people are: t enship F oup r ee) tha g (Or what words would you would words (Or what e e k, unfr hronological order. or essur use tions ar b ced w written description with eac om the sheet). or fr a (Possible answers: slavery over long period, k

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Mission Society and Citiz g tened a or tc Egyptians, Incas and Aztecs had slaves. It h c , w ea Ma Place them in c ima important that is that students understand slavery

orced to work by being threatened physically to work orced located a particular in place, and period time viz. F or mentally by an ‘employer’,Owned or controlled usually abuse or mental or physical through thr eeks is ot xclusively with black Africans with black xclusively ransatlantic slavery involving enslaved Africans in the Africans enslaved involving ransatlantic slavery t Pose the question:Pose surprises about these What you examples? most associate with slavery? Examples: har being beaten, f characteristics that distinguish slavery from other distinguish slavery that characteristics human rights viola Write the students’Write on the board or sugar responses paper to be posted on wall. compare the students’Then with the responses definition of International, from Anti-Slavery slavery the campaigning pr was an accepted fact in these societies. the question:Pose think are the main do you What ofcharacteristics slavery? Many other societies throughout history,Many e.g. Ancient Gr Tell them that they are going to look at examples of examples going to look at are they them that Tell different at slavery times in different places. Ask them to: 1. One copy ofOne copy pair of each the resource sheets for students Divide the students up into pairs. a copy each Give of the resource sheet which can cut up (or they simpl To make students aware that slavery has existed slavery that students aware make To throughout human history and is not linked e in the present in the past with slavery link slavery To agree a definition ofTo slavery. 2. still going on today) • • t 17th, 18th and 19th centuries. ‘slave’ Otherwise the word with almost exclusively minds linked becomes in their black people. The condition of is constant in slavery human history. the point that makes Dreschler Seymour ‘freedom, institution’. the peculiar was not slavery This this clear, to make lesson is designed students to draw of a definition towards in a human and set this slavery rights framework. awareness designed to raise It is also on today. going is still thatamongst students slavery I n Slavery across time and place time across Slavery 2006 Chur © • • • • Method • Resources • • • Objectives • Resource Sheet 1: Slavery in different times and places them BC - AD of y y ork on the y Man . centur centur nd th ast to work on uilding canals, cutting 2 Enslaved Africans Forced Labour in Forced Labour Soviet Russia The Roman Empire Roman The 4 Over 12 million Africans Over across the were taken Atlantic to w in the West plantations Indies and America. The Romans took millions Romans The of from all to Italy slaves Near Europe and the over E plantations, in quarries, as gladiators and in wealthy homes. Some Greek were doctors. slaves Millions of were people labour in used as forced the 1930s in Russia b timber and working in gold mines in cold remote places died. I F L C y centuries h t 20 century - centur h st th t ve been kidnapped and ve 21 Child soldiers Over 300,000 children, Over as seven some as young ha to become child forced soldiers fighting in wars. E H K centuries centuries 20 om East th th ets of Zanzibar k en fr 18 19 mar - - tak e e th th

v veral million slaves veral er ecame slaves in north ecame slaves owns and villages in owns and Zanzibar slave market Barbary pirates pirates Barbary 17 16 17 Se w Arab traders. Africa by went through the Many sla The BarbaryThe from pirates North Africa attacked raided coastal ships and t as far away Europe as Ireland and Cornwall. Hundreds of thousands of Europeans and Britons b Africa or were in the condemned to row (ships). galleys on their way to Arabia, on their way India and Brazil.

2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials

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A G Lesson Two ENDINGSLAVERY 8 y check to see check k quic them into the stor t a e writing in which they mak or Parliament. . could be in the shape of This ade finished, le/desk and sor b e v vidence f understood how the trade worked. ha e y v ou could read the story of Newton (see John le on the table. an outline could draw They ha y ds on the ta the triangular tr ormation sheets 10 a and 10b). the hen the triang his could lead to a piece of ell them that, in turn, to read out one card have they imagine themselves to be an investigator for the anti- for to be an investigator imagine themselves (pretending to be a sailor). movement slavery Their task is to write a report a report) (or notes for to show the inner workings of trade which will the slave be used as e (or show a picture) to the group and work out how it might fit in with the story of trade. the transatlantic of to work should be able out the operation They the trade in this fashion. If need help you think they you could put up the map of trade on the transatlantic the board/screen. of a map to help them work it out. W to the trade and their reactions Ask the students for they other details or information that to add any quite a lot) about how will know already know (many in the plantations. and life it worked the develop To lesson y Inf T T method is to get students to put all the An alternative car if • • • • • een.

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vide the students into groups of three or four. map of which the triangular trade can be put on ovement ofovement millions of Africa, from people to up merica. belt to It has been called ‘the conveyor ade operated Di Sets of cards,group of each one for three or four A the boar group a set of each Give Trade Slave Transatlantic Cards, and in an envelope. cut up to students Tell shuffle the cards and deal them out to the members of the group. a simplified set of (Note that cards is readers.) weaker for provided To provide a platform for the activities which a platform follow for provide To in groups and encourage students to co-operate To other. to listen to each To introduce (or reinforce) students’ introduce (or reinforce) To knowledge and understanding of the Atlantic triangular the way tr early death’; that is what for for it meant ofhundreds of thousands taken those who were their homeland.from In all it is estimated that transported to the were 12 million Africans over New World. Africans enslaved 1660 and 1807 more Between parts the Atlantic and in crossed than Europeans of people. free outnumbered slaves America 80,000 Africans each year, each 80,000 Africans the Caribbean to and A Transatlantic slavery involved the mass involved slavery Transatlantic m The transatlantic slave trade slave transatlantic The 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials © The aim ofThe activity is to refresh students’ this knowledge of of the mechanism trade or to introduce the triangular it worked.them to the way information It is a broken a sorting although it could be used as exercise activity. • Method • Resour • • • • Objectives • Resource Sheet 2a: Transatlantic slave trade cards would also buy large quantities of would also buy y hen the ships got to the West Indies the to the West hen the ships got he old to tobacco plantation owners. old to tobacco plantation or slaves. goods such as salt,goods such knives, blankets, woollen cloth, brass pots, beads and beer to trade f Ships were ‘fitted out’ in ports as such and Bristol.Liverpool would invest Merchants a long voyage. in preparing a ship for money T W auction or be sold at Africans would enslaved the ship to buy would come on board buyers them. then be would Some slaves transported where were on to Virginia they s a danger of was always There on rebellion ships,slave particularly while the ship was to the shores ofclose Africa. sailors The leg irons to keep used crude like devices them under control and instruments like thumb screws to punish those who caused trouble. a few Despite this were quite of took control instances where slaves ships as in the a short completely for time or even case of the Amistad. le t.’ man to another so that one man can man to another so that The darling commodities that they get darling they commodities that The ea r 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials (from the trade) is salt which they feed to (from the trade) is salt which feed they their cattle. in and beads are next Tobacco demand. Guns, not so powder and cloth g ‘A lot of‘A Fulas (members of a tribe) bring their sale to the Europeans … up to for slaves 1000 miles out of slaves the interior …The a long (by) are made fast round the neck which is secured around the waist from stick one his pleasure… steer 50 and stop them at … 1793 – 4, book of the Sandown the log From Captain Gamb Africans being put into the hold of a slave ship Africans were involved in Africans were involved collecting slaves Slaves being brought to the brought being Slaves coast © Resource Sheet 2b: Transatlantic slave trade cards ere this time At . the ships w opeans to Britain. was a There ar back in Britain wherear back sold, k e Africans wanted, salt like er sums of to be made money bac e or sug e es w v hug om other tribes and sell them to e oods the er w demand f t e ea r rowing habit of tea and coffee drinking. her or the g cleaned and then loaded with sugar,cleaned rum and tobacco to tak from bringing these goods to Britain. After the sla g and in the fast foods it was used to sweeten g T Africans brought slaves they had captured to had captured they Africans brought slaves the coast to sell to Eur tight knit African societies were usually whocommunities were willing to capture Africans fr Europeans. also brought ivory, They gold and hides to trade. bartered were usually These f and guns. cloth goods like and manufactured Slaves being sold at sold being Slaves auction 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials he ships sailed to slave collection points on slave he ships sailed to From the log book of the Sandown 1793 – 4, book of the Sandown the log From Captain Gamble. Wednesday 1st January 1793 - ‘At 7 p.m. 1st January- ‘At 1793 Wednesday went on shore to …dine with the agent Mr H. Jacobs. there the brig (ship) lying Found ofPearl New York, Captain Howard, late the the rose upon them and taken having slaves vessel, killed him, the by were retaken but ofNancy Liverpool, with the loss of one killed and one drowned.’ Olaudah Equiano, The Interesting Narrative The Interesting Olaudah Equiano, The stench of stench The the hold while we were on the … The loathsome coast was intolerably ofcloseness the place, and the heat, added in the ship,to the number which was so room to turn scarcely had each crowded that himself, air soon suffocated almost us… The breathing,became unfit for of from a variety smells,loathsome on a sickness and brought among the slaves, of died… The which many shrieks of women, the and the groans of the dying, rendered the whole a scene of horror almost inconceivable.’ T the coast. from the slaves would buy Traders other traders or agents. often had These control under forts the slaves to keep slave raids from people against and to defend trying the slaves. to seize Slave rebellions on ships were common Conditions on board the slave Conditions on board the ships were terrible © Resource Sheet 2c: Transatlantic slave trade cards spirits, n acture, 3 530 137 212 400 328 418 390 163 No. of slaves uf ass man chests bugles,chests 12 4 40 casks cor , on, London London London Bristol Liverpool Liverpool Liverpool Liverpool Where belonging oods lish ir Eng tubs 10 casks br s wn 4 uite often voyages lasted much longer than longer lasted much uite often voyages unk East India g Union Express Sando Hornett Nancy Molly Diana Mary & Ann Ship’s name The slave captains needed to keep their keep needed to captains slave The and healthy. alive died that slaves Every slave meant less profit. would bring them So they washing. and for exercise for up on deck Q would become ill. and slaves expected Water shortages and there was the were common present danger ofever disease. From the log book of the Sandown 1793 – 4 book of the Sandown the log From Note: the iron bar was used as a unit of measurement and was an important trade item. 1858 bar muskets,65 chests hats, 2 casks felt 11 casks gun flints, 1 cask wrought iron knives, 5 butts cotton, crates 500 pieces earthenware,crates 40 puncheon beans, gunpowder, 14,850 kegs 1 12 butts tr cases calicoes (cloth), rum, 2 puncheon 15 bottles wine. dozens Cargo of the slaver Pilgrim, 1790, showing the goods that were exchanged for enslaved Africans Ships with slaves to sell in Ships with slaves to sell Indies) harbour in Antigua (West e. Many g . es assa shelv dle P ed into tight k pac e er w y on a system of wn as the Mid y he T as kno w h slave uprising ake a choice of a choice ake best. like they the parcel hic rum) rushed the buyers once into the at 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials spaces usuall The slaves were loaded onto the ships and slaves The put into holds below decks. conditions The cramped and unbelievably were extremely unpleasant. Olaudah Equiano was sold when his vessel landed when sold Olaudah Equiano was in Barbados. slaves died on the voyage across the Atlantic across the died on the voyage slaves w ‘Once a signal is given (as the beat of (as the beat is given ‘Once a signal a d are confined, whereyard the slaves and m with which this is the clamour noise and The the eagerness and attended in the visible countenance of … increase the the buyers ofapprehensiveness terrified the … Africans and friends are relations In this manner … separated, most of to see each them never other again.’ A Buyers competed to buy the competed Buyers best slaves © Resource Sheet 2d: Transatlantic slave trade cards (simpler version) ed for epar frightened ol and thumb pr e e he sailorskeep used leg irons to Some slaves were then taken to were then taken Some slaves where to were sold Virginia they owners. tobacco plantation The slaves were sold at were The slaves the ports in the auction in Indies West Merchants bought goods such as bought goods such Merchants salt, knives, blankets, woollen cloth, brass pots,beer to trade beads and slaves. for T them under contr screws to punish those who caused trouble. Despite this there were frequent rebellions. their voyages in ports like Liverpool Ships wer Sailors wer that the slaves would rebel xt ne e om one aist fr he (Africans involved in T they feed to their feed they e h hic ound the w obacco and beads ar T ed ar . ttle ant) salt w 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials © From Captain Gamble’s log book, log Captain Gamble’s From 1793 – 4, captain of the Sandown ‘The slaves are made fast round the are slaves ‘The which is a long stick (by) neck secur in demand. ca w man to another … collecting slaves to sell to collecting slaves to Europeans Africans wer Africans being put into the hold of a slave ship Slaves being brought to the to brought being Slaves coast Resource Sheet 2e: Transatlantic slave trade cards (simpler version) sold, e . The Africans also brought ivory, The gold and hides to trade. were These salt, goods like for exchanged cloth and guns Africans brought slaves the they had captured to coast to sell to Europeans There were huge sums of were huge There to money be made from bringing these goods home. Slaves being sold at sold being Slaves auction the ships were cleaned and then loaded with sugar, rum and tobacco to take back to Britain After the slaves wer kness e wn the essel, hile w d . le ving rose en the v the ship Pearl of the ship Pearl ought on a sic es ha e v the hold w book of the Sando of g h the sla ying ther d, thing and br ar w ea om the lo 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials r he stenc ound l The slaves were often kept in slave in were often kept slaves The forts collection. for ready The ships sailed from sailed The ships the west ports to British to coast of Africa their goods for exchange slaves © killed him. F Wednesday 1st January 1793 Wednesday F New York, Captain the) late (and Ho upon them and tak Olaudah Equiano, The Interesting Olaudah Equiano, Narrative T were on the coast was loathsome … were on the coast was loathsome air soon became unfit for The br among the slaves, of which many died… 1793 – 4, Captain Gamb Slave rebellions on ships were common Conditions on boar slave ships were terrible slave ships were terrible Resource Sheet 2f: Transatlantic slave trade cards (simpler version) 530 212 400 328 418 No. of slaves e pool er v Wher belonging London London Bristol Li Liverpool wn s y wn 1793 – 4 spirits, muskets, 65 chests 2 n om the log book of the book of om the log cask wrought iron knives, , 4 tubs r Ship’ name Union Sando Hornett Nanc Molly Sando F They would bring them up on deck would bring them They washing. and for exercise for casks felt hats,casks felt 11 casks gun flints, 1 10 casks brass manufacture, 3 500 pieces earthenware,crates gunpowder 14,850 kegs 1858 bars English iron, 40 casks cor The slave captains needed captains The slave slaves alive to keep their and healthy. Cargo of the slaver Pilgrim, 1790, showing the goods that were exchanged for Africans Ships with slaves to sell Ships with slaves to in harbour in Antigua Indies) (West slave uprising amped and very unpleasant. 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials Olaudah Equiano ‘Once a signal is given (as the beat is given ‘Once a signal of a drum) rush the buyers once at are whereinto the yard the slaves confined, of a choice and make the best. like parcel they Many slaves died on the voyage slaves Many across the Atlantic which was known as the Middle Passage. The conditions were extremely The cr Buyers competed to buy competed Buyers and slaves the best torn apart families were The slaves were loaded into onto the ships and put holds below decks. A © Lesson Three ENDINGSLAVERY 15 y evail ced from minds that sour s e ests often pr orking conditions, fair tion in the eighteenth centur arms trade, or in agriculture, arms trade, . verty History. ade (w o (E.g P ere involved in the slave trade or trade in the slave involved ere lobalisa e w s in the late century eighteenth did the ests? or ality of come into question. the trade ality in tr y y ade and economic inter the slave trade pulled in trade goods from all from goods pulled in trade trade the slave his is g oods and their components ar r over moral considerations and fairness; moral over and this is just as true of the modern world. T as issues today are goods) price for by the anti-globalisation campaign evidenced and Mak - the world.over where This is similar today g many countries and decisions about the trade affect many people in different places. Mor It did not enter into most people’ trade. with the slave anything wrong was there Onl mor Some powerful people including MPs and people including Some powerful ma were plantation owners.were students about Tell above. Thomas Leyland T European countries won’t allow in products of African of in products allow countries won’t European basis by using subsidies.) trade countries on free Can you think ofCan you of modern examples vested inter Draw out or make the following points: the following out or make Draw • • • • • Find out the connection between the local area and the trade.slave It is surprising direct connections how many the country.there are all over It might be trade goods made in Birmingham or a country was built house that earned on the money in Derbyshire from the slave trade. the local at information can often be found This library or form a local historical association. The local connection • pair of h an important or eac - bout what you’ve one f ests’ , ou a ask the following movement. It introduces , y prise y ves to Jamaica alone. to Jamaica ves He was er v ce sheets ested inter ‘v done this volved in such a pernicious in such trade volved olved in the slave trade in the slave olved esour e v v in ything sur ha e the r

conclusions can you draw about the draw can you conclusions

y er . t there was such a sustained and powerful there was such ha

discovered? W Does an main reasons why so many people did not why main reasons to be stopped? trade the slave want think the termWhat interests’ ‘vested you do means? pt in politics and citizenship. h examine the reasons why so many people in the reasons why so many examine hen the anted to maintain slavery in the British Empire British Empire in the anted to maintain slavery o Ask them to read the speech bubbles and to match bubbles Ask them to read the speech with one or more of bubble each the characters in the chart. W Copies of pair a each up into pairsSplit the class and give ofcopy the two resource sheets. questions: T Britain w some idea of give To of the motives who those w introduce the concept ofTo interests’. ‘vested students • • • made Mayor ofmade Mayor occasions and in on three Liverpool a banking house.1807 he launched slave So he was merchant, and political post holder. banker The example ofThe example demonstrates this. Thomas Leyland trade, the slave Through one of he became the three men in Liverpool.richest 1782 and 1806 he Between shipped 3,500 sla The transatlantic slave trade produced an enormous produced trade The transatlantic slave amount of Britain. for wealth of It made a number cities very rich, Bristol and Liverpool, especially as very as making some individuals wealthy.well It was ofthe main source of a large number for income people – merchants, sailors, manufacturers, rope and chandlers, ship builders of makers chains slave and manacles, of manufacturers goods various the and so on. goods for used to exchange So there of a wide range were in interests vested powerful of included which the trade protecting the course and absentee Indies plantation in the West owners in Britain. owners slave trade? slave support slavery and the and slavery support Why did people in Britain did people Why 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials © This lesson is designed to help pupils understand lesson is designed to help This how people could be in and w conce opposition to the anti-sla them to the notion of • • • Method • Resources • • Objectives • Resource Sheet 3a Why did people support slavery? K – Letter(s) A 1 slave trade? slave the

Plantation owner Mayor of a slave-trading port Banker in the City of London Manufacturer of iron goods Member of the public Sailor on a slave ship Captain of a slave ship Captain of a slave Bishop who owns a slave plantation Bishop who owns Pro-slavery member of Parliament Pro-slavery member Merchant involved in slave trade Merchant involved People in favour of the People and slavery slave trade 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials Who said what? Match the speech bubbles on Resource Sheet 3b on Resource bubbles the speech what? Match Who said a letter (A – K) in the right-hand Put below. with the characters one letter next may have more than Some characters column below. once. same letter more than can use the to them. You ©

and Why did people in Britain support slavery support Britain in did people Why Resource Sheet 3b Why did people support slavery? Money has been put Money tion. ves, use in your all you sugar eep them strong. When they er if stops. the trade 2 the popula ve. ants to k ar using sla the poor or half f h es ali y v uc wner w British sug our sla p es, of the work through missionaries, to convert the only way to heaven. the only way v , will be m hea and industr sla ts k are provided with a house and clothing. provided are want never They slave trade? slave y or y w et my livelihood from working on the ships. working from et my livelihood Me and all my mates he Man g oduce c The slave trade is a trade like any other. like is a trade trade The slave me Enterprising people like T Ending the trade would be disastrous for Britain as a trading nation. Britain as a trading for disastrous be would Ending the trade If will be riots and disorder, there the slaves free you killings and . I . pr J Christianity the . y anarchy in the West Indies. in the West anarchy all the freed will not be able to govern We slaves. white person. every for 20 slaves are there On Tobago You would simply be giving the trade to our rivals, the trade be giving simply would You the French, who it. benefit from would H. F D. B. can make a small fortune from several voyages if voyages a small fortune several from can make manage to keep we the majority of in the por ce of e sick they see a doctor. sick they

If and put businesses will ruin you trade stop the slave you The condition of comfortable more is much than that of many slaves Contrary of to the propaganda the anti-slavers, very are most slaves People make money from trading slaves and other goods. slaves trading from money make People This goes The wealth ofThe wealth my city has benefited enormously slavery.from It is a pp W e or a meal because the o

thousands of people out of work. Think of as cloth, such to trade goods and all those who bars who make all the people and iron guns as ropers, such the trade equipment used in make and manacles. chains E. A. ha f ar I. G. many labourers and factory workers in Britain itself. and factorymany labourers workers tea and coffee and to sweeten the cakes you eat. you the cakes tea and coffee and to sweeten That will disappear. C. into banks which invest it in other enterprises. invest into banks which for This creates wealth everyone. sour K. into buildings and works for the poor. for and works into buildings that throw all away? you Would 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials ©

and Why did people in Britain support slavery support Britain in did people Why Lessons Four and Five ENDINGSLAVERY 18 d one car y h oups representing: 1833 are considered r This explains w . e w or bef oing to represent enslaved y g er e v sla . lass up into 4 g campaign; students should easily discard this. discard campaign; students should easily lic y l them ar oduce the lesson by telling students that the slave that telling students oduce the lesson by vide the c ider Pub ou might want to put more students in this group. or the ear Africans who resisted slavery in the West Indies,Africans who in the West resisted slavery so y Give each group their briefing sheets and a set of each Give Cards. Campaign Tactics used in this activity and again are cards Tactics The Note: a modern day campaign. thinking about Activity 6 when in the similarity of to make the point about This is deliberate the tactics used then and no Intr in 1807 and trade using British ships was abolished wasEmpire ended throughout the British slavery that in 1833 (see historical note below). this them that Tell helped bring this lesson is about the campaign that about. Explain that, the purposes for of this exercise, 1807 trade before the campaign to end the slave campaign to abolish the and the continuing institution of together. Di Campaign Leaders, Activists, Black and The Women W divide up into two smaller groups group to each Tell of three/four.playing two groups will have So you Campaign leaders, and so on. Women two playing different Activists group is slightly Black in that The some of mentions creating ‘websites’ anachronistic mentions creating is clearly which f Therefore this lesson has a strong this lesson Therefore orientationcitizenship in thatabout it is a single issue campaign, groups pressure decision can influence and how citizens makers. • Method • • • en v tion sheets to be gi if do not you the different groups ma y of or e ar oduces students stand the methods and tactics w ting inf , Olaudah Equiano, and Resistance suppor bly modern and represent .

students a ce them to practise their presentation skills. them to practise their presentation Against Slavery. Against ka e ces or w oduce them to the idea of a ‘pressure group’

ens The historyThe of is campaign the anti-slavery help them under intr mak allo ilberf his lesson intr o o o o emar to specific groups: Clarkson, Thomas William W Copies of T Sets of Cards, the Tactics group of each one for four students. Copies of each the briefing sheets (two or three) for group: Campaign Leaders, Activists, Black Women Public. Wider and The T T them to work and make enable together in groups To decisions T used in the first mass citizens’ campaign in Britain of aware them and make how pressure can be applied to governments involved in the campaign to abolish slavery involved Revolt, Elizabeth Heyrick, Slavery, Against Women Citiz T the in involved to the groups campaign and the tactics they used. The tactics were r The campaign to abolish slavery was the was to abolishThe campaign slavery which mass campaign in Britain first of the full range involved at its citizens a time when a very proportion small of the had a and women population could vote life. in politics and public minimal role It is not only important because of the single issue – substantive it was – on which slavery also because but focused an importantit marked of stage in the involvement ordinary people in democratic processes. It was carried on at when the a time ofera still a human rights was off. long way include television and the internet. television include the full panoply of that methods might be used toda

slavery The campaign to abolish campaign The 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials vailable in many textbooks and history textbooks in many books as well vailable © as on the internet. A brief historical account and a note on interpretations below which has been included teachers might find helpful when using this activity with their students a Note: • • Resour • • • • Objectives • • Lessons Four and Five ENDINGSLAVERY 19 useums) shocked public shocked Move forward three forward Move . y showing slaves’ to a chains er ormation about slavery) v Ioan Gruffudd as Wilberforce inf his is the first big step in the his is the first eedom/ T .co.uk tional Maritime and other m .uk/fr y: tacus the Na hy do you think these were successful? think these were do you hy ow are the tactics in modernow are campaigns What tactics/methods were used? (List fully) used? What were tactics/methods W ofHow important the roles were the different groups? more were think some groups Do you than others,effective e.g. or campaign leaders black activists? this see between What connections can you (e.g. campaigns today campaign and any History). Poverty Make H similar/different? .spar .nmm.ac med in 1788. later might say: square hey will have presented overlapping and overlapping presented will have hey or campaign to end sla If square,first 1 and land on the throw they it might sa “The Committee for the Abolition of“The Committee for is Slavery f squares.” A “Equiano’s autobiography is read by thousands is read autobiography “Equiano’s attitudesand changes to black people and slavery. squares.” two forward Move • • • • • • T complementary information. use these could You to prime the discussion: questions www.understandingslavery.com (site of www (the BBC has a lot of www www.bbc.co.uk Useful websites Extra activity If time on their hands while students have find some you task,others an extra want to set are finishing or you you a campaign game.could also ask them to make The Cards and their students use the Campaign Tactics knowledge of different groups. be a would probably This a series with dice or similar involving played board game of squares around the board. example: For • • . ether. Materials may be copied or altered for educational purposes. educational be copied or altered for may Materials g NOT tion. vidual ounda ou used. the indi ted for this.ted for Students y enship F ent elements to oups can ask questions er gether their presentations f r pull to Other g y been alloca ou could pla e v y pared to answer questions about your to answer pared esent. e esentation in the firstesentation lesson and for le, view Amazing Grace, and think the movie Mission Society and Citiz h c hat were the key moments in the campaign and the key hat were ofhich to still relevant these skills are Be pr group. Describe your group and say who you are. who you and say group Describe your Some of part in the anti-slavery Explain your campaign and the tactics y characters mentioned. characters omen – Elizabeth Heyrick, Against Women our opinion? ampaign Leaders – Thomas Clarkson and – Thomas ampaign Leaders lessons ha why? How did the different skills of the campaign other? complement each leaders W campaigning today? Which of in the most effective these tactics were y W Tell them that,Tell in role,going to use the are they new information to plan a short to presentation to the rest ofgive the class. on Put the following the board/whiteboard. C sheets (sheets 1 & 2) William Wilberforce Equiano, – Olaudah Black Activists Slave sheets (sheets 3 & 4) and Resistance Revolt W 6) sheets (sheets 5 & Slavery The Wider Public – Citizens’ Action, The Sugar (sheets 7 & 8). sheets Boycott possib o • • • • ctually used.ctually tell them not always sheets do The If in which the campaignersabout the ways their built campaign. omment. Amazing Grace, the movie w plan the pr 3. T homework. more them time to look at also gives This information in the library or on the internet. Some whichwebsites can help are listed below. In the second lesson the 1. 2. c to Information sheets relevant out the Slavery Give group.each of the back at be found can These this pack. these tell them about the tactics Explain that a this directly. information to pull the out. have They are: These Give they to select the tactics them 5 – 10 minutes their group. for are most appropriate feel this After out what the groups to find round quickly period go and their reasons,chosen they’ve do but Your task is to: Your and then pr When the presentations are finished, the presentations When hold a discussion to bring the dif • • • • ethod (cont.) ethod 2006 Chur © • M • Lessons Four and Five ENDINGSLAVERY 20 bolishing a w vinced to pass a la played a hugely significant part. a hugely played y . it was a that But it does seem likely es v ti these arguments are influenced by political these arguments are influenced by tant. a , y liament had to be con ar 820 when the movement seemed to be flagging and to be flagging seemed 820 when movement the oda they provided it with backbone support it with backbone provided they and funds. In particular who it was women immediate pressed for where a for men had settled slaves for emancipation approach. more gradual ofAnother school resistance black thought identifies to abolition. as the key and revolt It was, it is argued, too and difficult to control the slaves.expensive British The an Haiti becoming could not prevent and French before had to free the slaves and independent republic in violent circumstances. freed themselves they In this argument, their own by people freed themselves black actions. all of that Other historians argue these factors economic changing it was the actually but contributed process. the drove that situation argue that They cheaper competition from Brazil and Cuba producing sugar slave-produced made plantation sugar uneconomic, was falling and slaves the demand for that who did not ex-slaves to employ was cheaper it that need to be housed and fed. more recent Yet interpretations refute this, evidence that suggesting it was and that it was still profitable that indicates interests, vested abolished despite entrenched making the moral aspect of more even the campaigning impor T 1 it against fierce opposition and the campaign in Britain it against International with Anti-Slavery workingled by closely and supported activists across the black actively country hundreds of by thousands of ordinary citizens undoubtedl imper ofcombination an end to slavery. brought all these that P ted the Materials may be copied or altered for educational purposes. educational be copied or altered for may Materials the tion. suppor t ounda ver, the slaves eduction in e w enship F Ho tions tha ced the end of adual r r or Thomas Buxton.Thomas Some of the associa or a g to of k ugust 1834. A or very in British colonies was passed in 1833 otests in the UK f Mission Society and Citiz ves in British colonies.ves leadership The of h ed perceptions of people as somehow black lining health, c ect on 1 f wished to push f ef order – it was a religious campaign for morality order – it was a religious campaign for s hang t e c in dec omen has been seen as increasingly importantomen has been seen as increasingly after pro-slavery members delayed the process by memberspro-slavery delayed ens – the netw y very aim of Society was formed with the express w very but others,very but groups, women’s notably pressed for w 2006 Chur istorical note istorical as particularly and early 1790s 1780s strong in the late larkson a more who joined as Anglicans would provide eeing all sla bolishing sla he © central campaign and generated petitions and central campaign and generated put pressure on Parliament. that demonstrations role The of the parliamentary campaign passed from Wilberforce, no leader were to become ‘apprentices’ being six years before for freed.completely in the West and demonstrations Strikes Indies and pr to tak apprenticeship scheme in 1838. apprenticeship scheme More detailed historical research in the last 20 years has More detailed historical research ofemphasised the mass nature the campaign and stressed the importance of of the involvement ordinary citiz Interpretations the held that almost two centuries it was generally For of movers key and Clarkson abolition were Wilberforce in tha to whites. inferior The initial campaign focused on the abolition of on the abolition campaign focused initial The the trade itself,slave viz. carrying Africans from enslaved and America in British ships.Africa to the Caribbean It w petitions,with many letters, meetings, boycott a sugar of lobbying and extensive MPs. first put the Wilberforce in 1789. Parliament trade before Bill to abolish the slave T lost direction but campaign continued anti-slavery The and energy. after 1823 when a new Anti- It was revived Sla fr H Effecting Committee for Abolition of the The the Slave 1787. May was set up on 22 Trade by It was driven abolitionists whocampaigned against had Quaker some time. for slavery Sharp Granville and Thomas C ‘respectable’ leadership. the Some people regarded religious beliefs, of customs and habits with the Quakers suspicion. the leadership of provided Wilberforce William the campaign in Parliament. demanding a Report which things out until dragged 1791, and defeated. when again the Bill was debated when re-introduced the Bill in 1792 the Wilberforce campaign in the country its height. was at The campaign lost momentum after 1793 when France submitted Wilberforce war on Britain although declared periodically.the abolition Bill to Parliament Renewed campaign led to the interest after 1806 and a new public passing of Abolition of The Act on 25 Trade the Slave 1807.March However, trade and ended the this only itselfslavery in British colonies. continued sla emancipation.full and immediate movement The 1830s and along with new impetus in the early received rebellions, slave by the pressure created the Act a and right. In more recent years, the role of black campaigners has been acknowledged, in particular the impact of their powerful personal and the way testimony the Resource Sheet 4/5a: Campaign Tactics Cards , y message. y ts to create on the companies who e ong visual images that will essur nformation about slavery so they about slavery nformation make their profits from the products make their profits from the labour of slave, child or underpaid e.g. shame them by demonstrations and newspaper articles. Use music or concer interest and persuade people to listen to the anti-slaver Draw up petitions that people can sign. Engage in violent acts because the authorities will not pay attention to your demands to end slavery. Write in and articles pamphlets people to give newspapers i your campaign. will support to Stage mass demonstrations slavery/forced protest against way people are labour and the treated. which have case Create websites studies of slavery and other what information and tell people they can do to help fight slaver and support ex-slaves. Use str and bring home the plight of slaves shock people. Put pr the t your campaign oducts that might t y, broaches (or t- y, 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials rite letters to Members of to Members rite letters © Get powerful, influential people or celebrities to suppor Send out newsletters to keep people in touch with what is happening in the campaign, give them information and ask for donations. and raise funds. campaign and help raise funds. This will encourage others to get involved. Make campaign pr Form groups who will work together in local communities, who will go round and persuade local people to suppor show people are part of the campaign show people are part of the to get or which encourage people involved – potter shirts and wrist bands). Hold debates and meetings to Hold debates and meetings of inform people about the evils slavery. Boycott goods produced by slave Boycott goods produced by with labour or try to affect trade the countries involved. Get Members of Parliament on your Get Members groups of people side. Take to meet them and (delegations) to support your persuade them is called ‘lobbying’. campaign. This W Parliament

Resource Sheet 4/5b: The Campaign Leaders Briefing Sheet kson wing information sheets: ollo illiam Wilberforce homas Clar ge 2 T W • • hese tell you about the tactics the leaders hese tell you London. Clarkson was the principal Thomas the anti- behind and driving force organiser campaign. slavery campaign needed someone to lead the They to persuade the Members of Parliament transatlantic to abolish the (MPs) to vote trade.slave man who was The came forward Wilberforce, William Hull. for MP religious and All these men were deeply wrong. was morally slavery thought that They had to get people to support their campaign to stop the and put pressure on government trade.slave set up a network of They local support. public societies to get anti-slavery Sta Collect the f T used. to do next. have will be told what you You actics T ou can use in y tactics Go through the Go through hoose the ones you think are hoose the ones you ou are the leaders.ou are are You and c ppropriate for your group at group this your ppropriate for ant. ge 1 ds gine y our campaign. ou w considering the car Ima Sta y most a time in history. as many as can choose You y Your task Your 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials Granville SharpGranville had made the first real in Britain. to slavery challenge He had won important court cases which prevented slaves, who had escaped in Britain, being into slavery.sold back Sharp had a good in community with the black relationship On 22 May 1787,On 22 May to 12 men met in London Effectingform the Committee for the Abolition of Trade. the Slave was the This start of the campaign to abolish the slave itself.trade and slavery Nine of the 12 men were Quakers, group, a religious who had trade. slave long opposed the other two The Sharp Clarkson were Granville and Thomas who of Church belonged to the England. Your group represents group Your the of the leaders campaign. anti-slavery © Resource Sheet 4/5c: The Black Activists Briefing Sheet ollowing information sheets: ernors. The Story of the Zong Olaudah Equiano and Resistance Revolt v • • • o Enslaved Africans in the West Indies in the West Africans Enslaved a Indies knew in the West slaves The surprising about what amount was going on in the campaign in Britain. News seemed to quickly. them remarkably reach This their own forms of encouraged them to take action. were determined life They to make difficult owners the plantation and British for g Quobna Ottobah. who Both were ex-slaves books whichwrote influential read were in Britain. widely Stage 2 Collect the f about the tactics the These tell you Africans used. and enslaved activists to do next. have will be told what you You choose the ones choose and decide which and opposing slavery. Particularly Tactics cards Tactics s Tactics cards Tactics per gine you are: gine you ou think are most appropriate for your most appropriateou think are for The black activists in London.The black activists Go through the y campaign at time in history. this Indies. Africans in the West Enslaved Look at the ones you can use at this time in history. ones you our task Stage 1 Ima b) a) Y wspa 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials The black activists were a powerful force in were a powerful force activists black The movement.the anti-slavery members The of the ‘Sons of one group called themselves Africa’ and wrote letters to MPs and the ne The black community in London in the 1780s community black The consisted of men and least 5,000 black at women, in number with about twice that Britain as a whole. from the had come Many the on wherewar with America fought they British side. who had Some were slaves escaped or bought their freedom. important were Olaudah Equiano and Your group speaks for speaks group Your who live activists black in London. speak for also You Africans in the enslaved Indies. West © Resource Sheet 4/5d: The Women Against Slavery Briefing Sheet ens k bout the tactics the citiz yric ou a Against Slavery Against beth He omen W Eliza omen were bolder than men. bolder than omen were In particular, • • hese tell y W of (total freedom) emancipation favoured they immediately.the slaves male leaders The had proposed the ‘gradual’ freeing of slaves the be more thought it would because they owners to plantation acceptable and people trade.the slave with interests in But the none ofwomen were having it. thought They far too long and wanted the men were taking the ‘gradual’ part out of taken the anti- programme. slavery Collect the following informationCollect the following sheets: Stage 2 T used. to do next. have will be told what you You our most e Tactics cards Tactics ou can use in y y ou think ar ough the tactics Go thr te for your group at group this time in your te for hoose the ones y opria ant. ppr Stage 1 the women. represent Imagine you are You considering the and c a history. as many as you can choose You w campaign. Your task Your omen participatedanti-slavery in the 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials W the beginning. from movement In the 1790s allowed to sign anti-slave women were not trade petitions. But a large number and to local abolition committees contributed some took part debates. in slavery Since this in was a time when spoke rarely women places,public had a often women speakers audiences.real impact on their Women important an increasingly to play began role in the abolish slavery to in the movement 1820s. societies anti-slavery Female to the momentum gave flourished and they when it was flagging. movement Your group speaks for speaks group Your slavery. against women © Resource Sheet 4/5e: The Wider Public Briefing Sheet bout the tactics the women ou a ens Against Slavery Slavery ens Against 2 e g The Sugar Boycott The Sugar Citiz • • hese tell y Much ofMuch of the organisation local action was classes, the middle done by e.g. teachers, doctors and vicars. a played Quakers The big part in this. were a religious Quakers The group who of accept the teachings did not ofthe Church England. had their own They beliefs and customs. instance, For were they pacifists and wore simple clothes. They offrefused to take in the hats black their presence of their social superiors. only They took off when their hats praying. were they or read novels. music did not play They They long slavery a stand against had taken the campaign got going. before Sta informationCollect the following sheets: T used. to do next. have will be told what you You you can use you tactics ant. and choose the ones you and choose ds ou w y 1 as e y g ou are considering the ou are actics car Sta public. the wider represent Imagine you Y in your campaign.in your at Go through the T group your most appropriatethink are for at this time in history. as can choose You man Your task Your 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials The leadersThe of in movement the anti-slavery the British people on their London needed side. At the end of century the eighteenth of a small number only in could vote people parliamentary elections. rights had few Many themselves, and had to put up were poor with appalling living and working conditions. a large section ofYet the British population became outraged on behalf of someone rights. (the slaves’) else’s of Tens thousands, across all classes, supported the movement trade and slavery. to end the slave Your group represents group Your – the public the wider of all of Britain citizens who supported classes the anti-slavery movement. © edgwood Museum Trustees. eproduced without the permission of the ‘Am I not a man and a brother’ I not ‘Am medallion: Museum. Wedgwood Copyright Not to be r W Lesson Six ENDINGSLAVERY 26 hange.com ’ will provide many links. many will provide h c .theamazingc sear can’t go anywhere and abuse them even more. them even and abuse anywhere go can’t www get a fair wage for your labour your for get a fair wage y d place to sleep chance to get an educationchance ating skills and providing micro-credit, the women micro-credit, ating skills and providing o or tell students about modern slavery. It could mention the different on one type, types or focus e.g. soldiers child their audience be well designed to make interested is needed to help freed slaves, why money explain e.g. can get a job. training in skills so they for A to eatEnough food Being able to earn a living of without fear to want what say you To punishment Being able as a child to play A T and goodwill ofThe respect neighbours your w eat them very badly. People don’t want to help them and want don’t People eat them very badly. ener y other ideas of their own which are not on the list. Ask students what support would be needed to help who to returnsomebody had escaped slavery to their somewhere life a reasonable else. or live community At below. could read the extract point you an appropriate in India who women is talking about Ms Modhobi Sarkar in the sex trade: after being involved have returned to say nobody dares with money, come back ‘If they the villagers with nothing, come back But if they anything. tr Their husbands also know on the streets. up begging end they that the Ask the students to produce a leaflet/poster for in school.display It should: “These women are very vulnerable. We want to motivate want We very vulnerable. are “These women them and give them confidence. them income- By teaching g can then do something on their own and earn some money. can then do something on their own have a voice and they’ll have some money, And once they people will listen to them. • • • • • • • • • • • e k www.cms-uk.org/settingcaptivesfree www.setallfree.net/ www.antislavery.org see also http://news.bbc.co.uk/1/hi/in_depth/world/slavery/ default.stm If students require more information, there are a ofnumber as: on this issue such websites • • • • A • • • our. ead the ee or f b) and c). thr these things of to a), very. h s oups of r er sla hic Ask them to r w n . moder ough the list below (put on board human rights have been abused. human rights have breviated form) and the information breviated b h and their ans lass into small g y Human Rights hic and:

y very Today. very, the story them. end for does not They tion of a

lar back and restart and back their lives. to the students Pose oduce the topic of Identify w has as a slave Explain how being taken affected the health, education chances and life of involved the person(s) ofList all the groups people (e.g. parents) affected by the actions described in the case study. consider the support which ex-slaves need so that consider the support which ex-slaves vide up the c o om sla ake a group in turn a group ake one to describe and ask each o hroughout the nineteenth and twentieth centuries. twentieth the nineteenth and hroughout are important if a person is to be free. can add They Intr or OHP or slide) and decide w Ask groups that have focused on the same case focused have Ask groups that study to add their contributions. points up any Pick discussion. raised in class may be technically free but it is not easy for them to it is not easy for free but be technically may g the question: case stud sheet Sla What do you think freedom really means? Ask them to look thr Read the sheet Slavery Today to put modern slavery Today the sheet Slavery Read in a wider perspective. if even that Explain to the class the people escape fr T their case stud Di of group a case study and a copy each Give the Dec Copies of the case studies, of the Declaration Human Rights (a To make students aware that slavery exists on a huge exists slavery that students aware make To and the differentscale today forms it takes that help them learn about the impact ofTo this on the come they and the communities individuals involved from T into their communities. can be re-integrated they a) b) c) Although other countries have passed laws against passed laws countries have Although other Nations and the United of Declaration slavery terms condemned it in unequivocal Human Rights in 1949, forms up in diverse has continued slavery day.to present In 2005, the International Labour 12 million people Organisation estimated that over against to work been forced have the world around threattheir will under of punishment. Slavery was finally abolished Empire in the British was Slavery in 1833. However, the end of did not mean this international has continued which slavery t Slavery today Slavery 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials © • • • • • Method • Resources • • • Objectives • Lesson Six Information Sheet 6a: Slavery Today ENDINGSLAVERY 27 al everywhere. Sometimes this is g just not interested and have no respect for just not interested and have e ar mous profits can be made from areas like mous profits can be made from areas y because of corruption don’t or because governments want to offend people, business sometimes because the human rights.people’s Modern is part slavery of the globalised world. in which It is a huge business enor agriculture, mining, construction and prostitution. What are the reasons for modernWhat for the reasons slavery? are main reason is poverty.The pool is a huge of There poor people throughout the world who are powerless and no jobs.have of Because of in the world many changes drifted to the outskirts ofthese have large cities. They those who and used by want to be exploited can easily profit out ofmake them. Another important reason is to go unpunished even allow slavery governments that though it is ille India e European n oing to a oung. is This xt to no money. They y er Easter y ed into g k Africa, e.g. Africans often er or ne v f e s en so they end up workingen so they all om poor othels or on the streets. ar p, them or lure them with buy y hildr k. are very poor and they Usually Asia and in br c or centuries in countries lik or pped or tric ope fr k kidna ants long hour v ood jobs and put them to work as or Eur hen the k g ho ents’ n kidna or w xisted f

ea to w e ery s ve because they are too far away from are too far away because they ve v umbers of women are and young children azil and is still very common. A person er ester n k to pay offto pay the loan. However, the wages are so lea

sla forms does slavery take in the take forms does slavery W e t k ’ fic x t ced to w omen and children. omises of or af eople ar his has e emote ar w or end up being servants Saudi Arabia. in countries like common in south countries to w pr prostitutes. of Thousands been brought women have into r can men with guns. by stay to are forced anywhere or they Domestic ser Hug to work as domestic servants,often forced often being sold w Se are often the victim of and children Women people tr Forced labour Forced P a job. for desperate are get there they Once they f Bonded labour or debt bondage T their lives to pay off to pay their lives a loan which might originally been quite small. have low and the interest rate on the loan so high that they on the loan so high that low and the interest rate it off. pay never worse can be passed the debt Even onto the par and Br borrows or gets into debt. money to are forced They w

ha Slavery today Slavery 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials e © Here are some examples: W modern world? It is estimated that around 12 million people are that It is estimated worldwide (reportenslaved from the International Labour Organisation, 2005). be actual figure may The deal of higher because a great much is hidden. slavery 20 million. over put it at Some estimates largest The numbers America. in poor Asian countries and Latin are However, 350,000 people are some it is thought that industrialised countries. in enslaved of Many the victims ar How many people are enslaved worldwide? • • • • Lesson Six Information Sheet 6b: Human Rights

ENDINGSLAVERY 28

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2 1 legally binding version of version binding legally this he text below is a simplified version of simplified version below is a he text he United Nationshe United of Declaration Human T t Rights,II in an War World after developed kind of the worst attempt to prevent and as genocide inhuman acts such of a range and to set out slavery positive ideally all peoples should rights which have.to agreed countries have European a international code called the European on Human Rights. Convention Human Rights Codes Rights Human 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials © Below is a summary of some of the main rights contained in the of Declaration Universal Human Rights: Resource Sheet 6a: Case Study 1 ENDINGSLAVERY 29 me. I night”. t t is: ‘See, used to do all y I ve company to company ve bina managed . da y Sa ho came a , ope and bea er y v had to gi I They don't even bother don't even They bad things in front of bad things in front . y entuall hen I protested, tied they lot of work was really that anted to die hear e “Even now,“Even villagers still the sa this is a bad woman, she to India.’ went me it behind myto say back. All I thought ‘I’m almost dead’. I w did all kinds of to me. things W me with r the housework the house at and sometimes I also worked outside, selling pots and pans. night, But at I had to do a bad. the men w Ev to escape and returned to her were her troubles village but far from over. . eeling a o, three as f ut I w just left with her. I ed me tw sold me to a house I y ything to know where I , tur ven days. ven didn't take anything didn't take I tor . y he lad as et a job b tried to escape but the door tried to escape but ead an auntie and I'll be back very auntie and I'll be back soon. with me I was going to good that felt g I and there were no was locked windows. me food gave They once a day, a bit of rice and dhal or chapatti. I was sick after se days, “During those seven the bit scared because I was going to a new place and I wouldn't know anyone. Also, - I can't illiterate I'm totally read or write - so I couldn't r w “T times a day. were 10 to There and they day 15 men every ver ed up k us e ears old, an really poor really the idea of e y as loc ather had two ather er f

y None of as 12 y e . W She w

eally know her but I know her but eally . hen she was taken hen she was ether g l. only 12 years was She hen I w More than a million girls and a million girls than More in to work forced are women trade.India's sex Every year, from trafficked are 20,000 women India and the Bangladesh into Middle East, as to work mainly prostitutes. by lured are They offalse promises and husbands jobs.good often within hours Yet of arriving imprisoned are they to brutal attacks. and subjected The Sex Trade The as tempted b 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials amily. very poor We're Sabina’s story Sabina is a Bangladeshi gir old w Bangladesh and from in ended up in a brothel India. and raped repeatedly until she managed to escape. “I’m the eldest child in the “I’m the eldest child f because m wives. are eight of There us alto “One day, parents I told my I'm just going out with this that Indian lady used to come to visit us me, told and she always 'See, here. you nobody can feed If come with me, you I'd give a better job. you So come with me, anyone.’ don't tell but I didn't r w a job. having “W went to school. at I stayed mother.home to help my We went from house to house to for in exchange do cleaning food. © Resource Sheet 6b: Case Study 2 ENDINGSLAVERY 30 y ‘ The behind us. e er w s shooting people or not. . . . . e aged 14 , The commander ho would not run forward. You would You not run forward. ho would ard shooting your gun. I don't know if shooting your gun. I don't know ard . orw essengers, scouts. and guards are They children are given weapons and forced to and forced weapons given are children army the Ugandan fight against and to loot villages. and raid as act They m also used as labour, carrying and food in gruelling long distances water over conditions. to become forced are Girls of slaves the sex the LRA commanders. – their labour,All the children their completely at - are lives bodies and their the disposal of the commanders. If they try brutally. punished are to escape they aight line imothy actually killed any people, because you really people, killed any actually T I can't tell if you'r ‘I was good at shooting. The soldiers on the other The soldiers at shooting. good ‘I was stand in a would we but be squatting, side would str would tell us to run straight into gunfire. The into gunfire. tell us to run straight would beat stay behind and would would commanders those of us w just run f I t ying I killed him ust do some were from the same dreams, and he is e bout the things tha ould y W red pepper, and five and I am crying.’

home I m w , e tried to escape, he but It disturbs me so much that It disturbs me so much o

or y .

y . tied, made us, and then they .

rmy become child to (LRA) and forced

e refused to In northern Uganda, in Africa, and boys old have eight years as young girls as Resistance been kidnappedLord's by the A soldiers. in a 20 The LRA led a faction to wanted which war civil long year of the President overthrow Ugabda. A at the end of exists ceasefire 2007. Fund) NationsUNICEF (United Children’s estimates that as 10,000 as many in this way. been taken have children After a short of period training, the Child Soldiers Child hen I g stick. sick. I felt I knew this boy eel so bad a as caught. a made him eat They er 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials om bef f inflicted death on other people .inflicted death . . see him in m hoice.

or nothing the shoot me they told me they kill him and I Susan, aged 16 f did . the other new captives, kill him with a fr village. I refused to kill him and they would shoot me.told me they They me,pointed a gun at so I had to do it. was asking me, boy The are "Why doing this?" I said I had no you c I W I ‘One bo w mouthful of people were beating him.people were beating His hands w traditional rites because I have killed. perform I must these rites and myself.cleanse I still dream about village who from my I killed. the boy I talking to me and sa © Resource Sheet 6c: Case Study 3 ENDINGSLAVERY 31 y finall e or bef e v vi to sur amily. friend’ A ‘family x her f of e can then be arrested police... by The ant. y r ted selling se mal society. portation because she is an illegal eople’s homes as domestic servants,eople’s in ictoria, a Ugandan, was brought to Britain better life in Western Europe. better life labour’as ‘slave work The children in p sweatshops,clothing cannabis factories or as prostitutes. little or for work They no reward, in terrible live often abused physically are conditions and and sexually. In 2004, found charities whom London boroughs in 32 children suspected had been trafficked. they pickpockets end up in prostitution past the pickpockets age of 14, cease to be useful because they as the children never get any real chance to fit into real chance get any never children nor turning to an NSPCC centre. the time of At writing her future is uncertain: she faces de immig Victoria’s story V when 15 after witnessing the she was barely massacr ferried her to London, sold her to two men and disappeared. the men tried to When rape her, and fled. back fought Victoria Living on the streets, of and fearful the police, she star ’. Finally dian by her mother in her by ould not be s ‘guar er k x. fic lients w af or se hild tr c

posed as her

s Vienna, where found Dochka Ceipek, 54, is the head of the crisis

t in

wner e ested in her f astern Europe are put to work in astern put to work are Europe The United NationsThe United estimates that 1.5 trafficked 16 are under children million year. each worldwide from Children E Germany, Italy, Britain and Austria. ofHundreds children, as some as young six, from into Britain also brought are East.Africa and the Far Organised carrygangs out the trafficking. Some of some are kidnapped but are the children who by their parents willingly over given a to have going are think their children Child Trafficking in Europe Trafficking Child 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials refuge. He said, and the good thieves ‘Even the police took her to a specialist children's crisis centre in Vienna. there she was From put in the care of social services, Bulgarian with her grandmother.and now lives She is the first for time in her life. going to school Norber centr Dochka was 10 years old whenDochka she was sold to a band of Dochka’s story Bulgaria. Bewildered and terrified, Dochka was transported to Austria, to learn forced the skills of and put to work. a pickpocket In was ‘lucky’. Dochka some ways She had a her from being sold on to saved lame leg that paedophiles - their c inter was arrestedDochka the police. 14 times by Her o © Resource Sheet 6d: Case Study 4 ENDINGSLAVERY 32 . He walked . pe y where they a m w ar to esca , all would leave un a y e g ould leave the farm ould leave to the f w k y with mone e nobod v t ought bac was a lot left to do”, recalls Raimundo, undo did mana undo decided to r e eful. Others farm from that had run away n: are so low and they the wages are ould lea aim aim charged such high prices for rooms, high prices for such charged any make and drink that never they food money. in poor shacks and live They of day every to work have the week. no have because they trapped are They to get home and armedmoney guards ifthreaten the workers complain or they of the pace slacken work. are told they owe the landowner money the owe they told are and food. expenses travel for So they start in debt. work their it goes And so o through the night, and no with no food money, day. a ride the next and hitched “On warned everybody the way me to be very car and the owner had them captured before and br were forced to continue working to continue after were forced receiving a good beating.” However, R owing him.” R “and tha the job was finished.before And nobody w be paid what he was owed so far. “He said ther (Raimindo’s story is adapted from a case study story is adapted from (Raimindo’s Anti-slavery International) by produced much less much y ” . y ould pa elt he had little money,” says he f y so an , e needed mone

y over land a second time to rip out over wner said he w pay which seemed quite pay

o were not able to make any money any to make were not able tel om home

le to mak forced labour.forced in poor men live These the o b

to g e te of s m a In the northern part of Brazil, deep in of thousands forest rain the Amazon ranches on ‘slave up working men end a earn they towns where as little as £3 a week. work. desperate for are They They on by a ‘gato’ taken are or gangmaster, of areas usually to clear which forest become huge cattle farms. rain deep into the taken The men are forest. they get there As soon as they Forced labour Forced r 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials learing forest on a farmlearing forest in Brazil. He agreed

ar W Raimundo’s story Raimundo and other workers tried to Raimundo the farmer but better pay refused. negotiate to and asked decided to leave So Raimundo Raimundo, aged 27, was offered a job c a Raimundo, “we were making a loss. I was family.thinking about my At home they desper roots and smaller bushes. we were way “This not a reasonable. However, when the he arrived at f The work was extremely hard and often they hard and work was extremely The had choice but to start but choice work and earn something. and would take money out of money and would take their wages to and tools. food for pay was many Raimundo miles fr © Lesson Seven ENDINGSLAVERY 33 rganisations go aboutrganisations assembling the go campaign against modern against campaign but slavery day pressure out about find ways the they and non-governmental groups o elements ofcampaign. a This means that the topic using the Internet, research they to get public supportidentify tactics and might wish to think about people they and how to do this.influence Of course, join an organisationsome might actually to as campaign such support an existing www.theamazingchange.com set for a ch their This does not mean that they actually have to actually have these materials. vity 4), sections of In esear . the earlier net connection have developed in developed have action Acti or r .). e tion of understanding they understanding om net f nowledge, skills and k esenta ds (fr pr ed and tak oom with inter a e olv bout campaigning v elt-tip pens etc f . , actics Car nt a T

per oup lear r e g velop skills ofvelop enquiry and communication.

roups to tell others what have they

v ar pa h ticular, people emphasise the way vide access to the inter y’ de o vide the class up into small groups. vide the class ay non-governmental organisations approach organisations non-governmental ay et g o par can become in to effect change. and to look at campaigning websites. and to look at Alternatively, from taken materials provide them or get them to look at for websites outside of websites to look at the lesson or in ICT lessons. together to discuss back Bring the class the results ofand what their research the Ask them to mak Pr Recap on the previous lesson which uses on the previous Recap case studies of modern slavery. through and discuss the task on the Read resource sheet Fighting Slavery. Provide need the students might materials any (sug Campaign Access to an ICT r (optional). Di work simply to the other students or more g out about modernfound and slavery campaigning To work to produce an action plan together in groups To skills and use ICT research develop To T Copies of Fighting slavery resource sheet To link the campaign against slavery today with the today slavery link the campaign against To campaign of ago two centuries further develop understanding ofTo the tactics used in campaigns deepen knowledge ofTo modern and the slavery w supportcampaigning to get public to help people been enslaved who are or have eac

This lesson aims to provide an open-ended aims to provide This lesson think about students the in which session ofprocess campaigning, on the drawing The campaign against slavery against campaign The 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials © • • • • Method • • • Resources • • • • • • • Objectives • Lesson Seven ENDINGSLAVERY 34 actics T ‘Campaign bout the original anti- g vernmental organisations g/campaign .or o y ou need to: hink a .or ough the er T v vant to a modern campaign. day vant ds’. .antisla .amnesty ele do this y Think up a name for a campaign Think up a name for slavery. against Look thr Car slavery campaign and select tactics slavery think will be particularlythat you r Use the internet to research your topic Use the internet your to research and collect information. Use the word below or do key websites searches. groups Look at how some pressure and non-g top do this (see websites already right). o Design and write a newsletter or Design and write a newsletter might form which partwebpage of a campaign. a presentation ofMake action plan your of to the rest and newsletter / webpage the class. T • • • • www.cms-uk.org/settingcaptivesfree www.setallfree.net/ www www.hrw.org/campaigns www www.stopthetraffic.org www.freetheslaves.net/slavery www.iabolish.com www.theamazingchange.com Websites 2. 3. w ho slaves. w y . y? y er v sla n oduced b of e.g. slavery? place toda m or moder oducts pr up an action plan to sho oup and used a range of tactics uy pr eness of r

educe this f w g ar a e w

See the websites top right for help. top right for See the websites Dr fight a campaign to devise would you today.slavery These questions might help: public raise you How would a How would you raise funds to pay for funds to pay raise you How would the campaign and to help support ex- slaves? on put pressure you How would people who might be able to prevent or r not b ould not be out of ms of today. slavery in Working w or t c) b) a) groups ofgroups 4 or 5, task is to: your You have already found out about some found already have You f essur slavery against modern against The campaign The 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials © 1. You have learnt ago how two centuries have You campaigners helped to bring about the abolition of Empire. in the British slavery It was the first successful mass campaign of to persuade to the government citizens the law.change campaigners The formed a pr Fighting slavery tha Slavery Information Sheet 1: Thomas Clarkson ENDINGSLAVERY 35 ery v not a man and a howed Africans packed howed kson and the anti-sla as a powerful campaign. He worked with Josiah He worked Wedgwood, famous the pottery manufacturer, to a potteryproduce seal ofwith a picture a slave on it and the words, ‘Am I brother?’ This design put onto other was snuff like goods boxes and hairpins which the person showed supported the anti-slave campaign. trade ‘The Print’ which s inside a slave in rows Brookes. ship called The ade. • committee drew in thousands of supporters to put pressure the to stop on the government tr It w Clar Am I not a man and a brother’ medallion: ‘ edgwood Museum. Not to be reproduced W rors ofrors the yright Cop . ges and without the permission of Museum Trustees. the Wedgwood oduced the ade he terrible instruments tr the He realised importance of visual ima pr famous picture called He carriedof full a chest t and used to subdue like punish the slaves leg and thumb irons screws. full chest He also took a of artefacts African to show people that rich Africans had a skilled and were culture and artists. craftsmen He did this to counter the views of some people at that the time black people were inferior. pamphlets He produced on the hor • • • • the of s ve trade ve . the sla t ade tr ent round the ent round ted slavery. He

e v kson needed to find

ed to the supplier He was a He was very good speaker. He w country giving talks about the sla is life to the abolition ofis life the ttempt to murder him. ttempt to murder very aspect of the trade. He 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials ealised tha • ways to shock the public to shock ways would act. they so that He used the following tactics: Campaigning Clar was worth a fortune to the people involved. they When out what he was found doing, he was threatened with violence and on one occasion there was an a Clarkson he needed decided to find out how the slave trade operated. He toured ports ofthe slave Bristol and interviewingLiverpool hundreds of sailors, collecting information on e talk leg irons and branding irons ofand became aware the ofsize that the business suppor r slave trade.slave man, As a young it right ‘Is he wrote an essay against men slaves to make their will?’ and this convinced he had to put all his him that efforts into stopping the evil trade. He joined with several formingother people in the EffectingCommittee for the Abolition of Trade. the Slave Thomas Clarkson dedicated Thomas h

(1760 – 1846) (1760 Thomas Clarkson Clarkson Thomas © Slavery Information Sheet 2: William Wilberforce ENDINGSLAVERY 36 suasively in public. suasively eligious views and eligious views Wilberforce steered the steered Wilberforce Bill to abolish the slave through trade Parliament. often was He not well. this, Despite it his dedication,was constantly putting the and slavery case against with meeting continually supporters that it saw turned into law. because ofbecause their r customs, would so they their lead. not follow • To be successful,To campaigns often need famous and respected people who can speak per them His brilliant speeches in His brilliant speeches the House of Commons and there people swayed outside. a was Wilberforce member of the Church of England.very It was important to the anti- to movement slavery figure a respected have him as its leader. like Many of the other Quakers. were leaders Some people were suspicious of Wilberforce’s role in the role Wilberforce’s campaign was crucial: • • Campaigning . ve trade. ve the sla ace as Wilberforce Commons

ted.

ea ve trade,ve it was but wn his f bolition of vidence before MPs in the vidence before 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials ebruary 1807 Parliament eader of the campaign to Wilberforce was seen to Wilberforce tears running have do the MPs cheered him. Wilberforce was horrified by Wilberforce on collected all the evidence trade.the slave with Working Clarkson, he put this e House of abolish slavery in Parliament abolish slavery the leader eyes and in many of the anti-slavery movement. He was famous moving his powerful and for slavery. against speeches had become an Wilberforce 21,MP at age the youngest could become whichat you one. In 1785, he became an Christian and evangelical committed himself to good works. reintroduced the Bill time the next over and time again there were years but few powerful people who opposed it. he Eventually was successful and on 23 F the for overwhelmingly voted a William Wilberforce was the Wilberforce William l 1788 – 91 he Through to push tirelessly worked through a Bill abolishing the sla def

(1759 – 1833) (1759 William Wilberforce © Slavery Information Sheet 3: Olaudah Equiano ENDINGSLAVERY 37 the the of laim s vils of ho took it to to them and ance on them) to s er w ptain could c wy xpose the e rom 1789 - 94 making rom court in a famous trial Information(see Slavery Sheet 9 ‘The Story of the Zong’). He worked closely with closely He worked white abolitionists to e He wrote letters to the letters He wrote newspapers and in public engaged debates about slavery. trade. Equiano It was who took the case of the ship Zong (where slave had been thrown slaves so that the overboard ca insur Sharp the Granville la black community to see them. taking member He lobbied in MPs Parliament, writing letter speeches and promoting speeches his book. challenged He and views the prejudices of those who supported slavery. the He revealed barbarities of slavery his own personal from and those of experience other ex-slaves. The testimony of personal the brought ex-slaves horrors and inhumanity of home trade the slave to British people who of not aware were the it was in which way carried out. He toured the countryHe toured f • • • • and h impact on people e hug enguin Books. ellow human beings. He He wrote his He wrote ‘The autobiography NarrativeInteresting of ofthe Life Olaudah Equiano’. The book had a ancient culture and ancient culture deserved as respect f also described the horrors of the slave trade. This book is still in print, published by P in Britain. was The hero shown to be a courageous, cultured man and a Christian. He that his readers showed Africans had a ric Equiano threw himself into abolish the the campaign to trade: slave • Campaigning to y ge of 21, he land to live. Mission Society and Citizenship Foundation.Mission Society and Citizenship purposes. educational be copied or altered for may Materials the a h c t

warship. he was Eventually layer in the campaign to layer 2006 Chur had made enough mone his freedom.buy After sea, years at several he came to Eng sold to Robert King, a Quaker, who recognised his abilities and encouraged his education. He became and mathematics skilled at an accomplished writer. By 1776, When he was about 11 years When old, he was kidnapped with Africa and his sister in West sold into slavery. He was times.sold several One of his masters was a lieutenant and in the British navy Equiano became a sailor on a Olaudah Equiano was a key Equiano was a Olaudah p end slavery. He made the see slavery British public ofthrough the eyes a former slave.

(c.1745 – 1797) (c.1745 Olaudah Equiano Olaudah © Slavery Information Sheet 4: Slave Resistance and Revolt ENDINGSLAVERY 38 ol. ves to ves ore British troops eats posed by slaves posed by eats ould risk their li ho w nder control. to keep the plantations to keep u campaign to News about the was quickly end slavery to the slave conveyed from the 1790s plantations onwards. about Expectations up built the coming freedom broke and in 1831 a revolt out in Jamaica. It was started a Baptist minister, by Sam Sharpe, who is told the supposed to have to stop working and slaves their freedom,claim thinking had already been they that law.freed by of Thousands pounds worth of property and 15 whites was destroyed killed bef could bring it under contr was British government The ofwell aware the dangers and thr w their freedom.gain This been a major seems to have factor in the decision to pass in the Act abolishing slavery the British Empire in 1833. oops public of public e British tr pendent R ves set up the ves housands of oussaint L’Ouverture. egarded as being given a as being given egarded Getting a posting there was a posting there Getting r sentence. death Two revolts Two are particularly revolts Two fight to end significant in the slavery. In 1791 slaves colony French in the revolted of St Domingue. was a This very prosperous island and coffee. producing sugar killed and sugar were Whites set on fire.plantations After two years of fighting the army could not French under the the slaves defeat brilliant leadership of T T were brought in to help quell brought in to help were failed they the uprising but too. In 1804 the former sla inde Haiti. waves sent shock This through the other islands and to Britain. people Many in wondered how costly it would be and lives money y er v years to o bellion in e en though the hites and o v died while serving in

s 60 w wn one r h West Indies.West fell Many

hic 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials w were killed.400 rebels In Grenada in 1795, a rebellion took the British tw deal with e Revolts were common on the were Revolts islands of the Caribbean. were 16 slave There on Jamaica rebellions between 1655 and 1813. In 1760, it took six months to put do On the islands On the various developed Slaves forms of resistance when were working on the they – pretending they plantations could not understand instructions, doing jobs badly, and sabotaging machinery. also ran They and set up their own away in areas difficultcommunities to reach. the and disease. victim to fevers brought 5000 troops to the island. Between 1793 and 1801 some 45,000 British soldier

and Revolt and Slave Resistance Slave © Slavery Information Sheet 5: Elizabeth Heyrick ENDINGSLAVERY 39 . or t adual ea tions efuse to eedom f associa te not Gr te fr s ’ . ar ganisation if they Samuel J.Samuel Collection, Anti-Slavery May Courtesy of the Division of Rare and Manuscript Collections, Cornell Library. University ho stopped using as a serious thr omen etting all the female all enslaved people.all enslaved This w because about a fifth of all donations came from w Abolition’. She put on Wilberforce pressure by and other leaders g societies to r funds to the main give or not supportwould immedia in. The men gave She wrote an influential She wrote pamphlet in 1824 called ‘Immedia She was a key figure in figure a key She was the organisation of a boycott new sugar (repeating the one of the was 1790s) which designed to hit plantation hard. owners the She inspired societies to put women’s out pamphlets encouraging the boycott and established a national list of everyone w sug • Campaigning ferocious Elizabeth was a campaigner. direct liked She tactics and straight speaking: • ampaign leaders too as She condemned the She condemned c polite and cautious. She said: and justice make ‘Truth world, in the their best way when appear in bold they and simple majesty.’ with sympathised She openly in the rebellions the slave Indies which she West as a formregarded of self- defence. Unfortunately Elizabeth died in 1831 and see the to did not live passing of the 1833 Act throughout abolishing slavery the British Empire.

esh air to the movement. ecome widowed at the age at ecome widowed 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials Whereas the men leading the Whereas campaign talked anti-slavery about the ‘gradual’ freeing of the slaves, wanted Elizabeth complete freedom immediately. Other female societies supported her. of Elizabeth was a blast fr Elizabeth Heyrick had Heyrick Elizabeth b of 26.in passionate She was ofher hatred injustice. So it is perhaps not surprising that anti-slavery she took up the cause. She was a leading anti-slavery light in women’s and societies in the 1820s Society for set up the Female Leicester.

(1769 – 1831) (1769 Elizabeth Heyrick Elizabeth © Slavery Information Sheet 6: Women Against Slavery ENDINGSLAVERY 40 . , see Information woman and a sister?’ woman xplained how slaves Women reworked the reworked Women now famous image by produced I not as ‘Am Wedgewood a women and encouraged anti-slavery to wear and pins.brooches They made clothes also wore Indian cotton rather from by slaves cotton picked in the southern states of America. sugar cost?’sugar which e it. suffered to produce slave ship captain turned slave For more on John Newton, more on John For • * a campaigner Sheets 10a and 10b ote and lets, tracts omen wr ropaganda leaflets and leaflets ropaganda campaign,out giving p and getting people tracts to sign petitions. Sophia have Sturge is said to such made some 3,000 calls. In Birmingham 80% of been all homes had visited by women. a crucial played Women boycott in the sugar role hit plantationwhich and raised owners ofawareness the movement. They to grocers persuaded stop selling sugar and by slaves produced families to stop eating it. W distributed information in the form of leaf and periodicals. One pamphlet called, was ‘What does your • • ere Anti- ement. v hole med the ood at g or ’ e the w er ly effective ly coincide with the w word they formedword they the

to y support the a ted to the mo he

ticular In canvassing – going canvassing house to house from people to persuade to T xisted they did everything xisted they 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials mportant figure in the anti- in the late 1820s. in the late Chelmsford Female Anti- Female Chelmsford Society,Slavery organised meetings and helped public up and collect draw petitions. George Thompson wrote, (women) they ‘Where e … building,slavery without have them we should never been united. Anne Knight f Lucy Townsend was inspired Townsend Lucy Clarksonfound to Thomas by anti-slavery the first women’s society in 1825. paid Women to join and the funds w dona Her daughter Charlotte produced a leaflet aimed at children. cement of first parliamentary on debate in 1788.slavery Her other would writings about slavery of thousands reached have readers. • Women were Women par Campaigning Slavery Hannah More was an Hannah i in the movement slavery 1780s and 1790s. She was a and poet and a playwright friend ofclose Newton* John Wilberforce.and William She poems wrote anti-slavery poem the famous including

ENDINGSLAVERY 41

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Petitions were importantPetitions a at time when people could few vote. were the main They people could get their way views heard. In 1788, 103 the petitions calling for abolition of trade the slave up to were signed by 100,000 people. Petitions were left in town halls, shops, banks and coffee houses. Leeds was signed by One at ‘the r s la in Sheffieldmetalworkers signed a petition. was This surprising they because made g sla debates. by were led They s teachers, doctors, vicars and the like. m

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t wspa hole network of committees ritain were the backbone of ritain were the backbone 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials Towns and cities throughout Towns Britain set up abolition the committees to organise local campaigns. Particularly important were the ones in Manchester, Exeter, Plymouth and Newcastle. was a There w tha Local societies and committees The ordinary of The citizens B movement. the anti-slavery their support Without it would failed.have How could they and put themselves organise government? pressure on the to London, put out leaflets and information to people in the local area, drew up petitions and got them signed, wrote lettersto local ne

Slavery Citizens Against Citizens © Slavery Information Sheet 8: The Sugar Boycott ENDINGSLAVERY 42 ecause they thought it was ecause they They were taking a stand were They b do as the right thing to citizens. sugar was a second There in the 1820s.boycott This women led by was largely who groceries refused to buy stores selling sugar at slaves.produced by They in were also very active going round persuading sugar.people not to buy The was effective boycott of because a large number people took part. It also of helped to raise awareness movement. the anti-slavery eople abandoned sugar. eople abandoned Grocers reported the that sales of were sugar reduced in some drastically offeredareas and some not produced was that sugar slaves.by owners Plantation were worried the drop in by sales. an As well as having economic effect, the boycott showed something else. were prepared to People direct action on behalf take of did not know they people when it made their lives even to less pleasant (no sugar drinks and foods). sweeten Perhaps up to 400,000 Perhaps p

2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials upporters were frustrated It was incredibly successful. It was incredibly England all over Families to stopped using sugar their tea and food. sweeten In 1791, anti-slavery many s after two years of that listening to evidence, against had voted Parliament abolishing the transatlantic trade.slave A pamphlet was produced encouraging sugar people to boycott slaves.produced by aim The of the to hit at this was people who profited from producing sugar. were These owners, the plantation and retailers. merchants

Boycott The Sugar The © Slavery Information Sheet 9: The Story of the Zong ENDINGSLAVERY 43 of y y ed b ver 400 ver g as a case people in a they could they very y the stor outr y Man e . er ed b ving had o k said this w e ed to see if the ship was not short of k ominent champion on ominent champion e,to brought the case the Zong. pushed. On one of the shoc or the anti-sla t who were genuinely ter ha campaign from people v f huge amount of support The case generated a case generated The or pr a insurance, not murder. about property and e judg crew for murder but the but murder crew for prosecute the captain and w behalf of slaves. They this extreme act ofthis extreme cruelty. Olaudah Equiano, the ex- sla the notice of Sharp, Granville a London w gallons left whengallons arrived it in Jamaica. was matter The to courttaken the court but were to slaves decided that be thought of as property, not people Why was the Zong important to the abolition campaign? insurersThe refused to pay the money. out found They tha w days it rains hard,days giving the story. water lie to the drinking no one Collingwood hopes will find out. the Zong When the arrives in Jamaica owners the put in for insurance money. But the story not over. is Others jump before they can Others they before jump b ree to go g a ed. Some put up y der ur severely reduced. severely ves are thrown overboard are thrown ves ficers and crew object to fight and the crew have to fight and the crew have cunning plan. If it can be e earnings from the voyage will earnings from the voyage b up with Collingwood comes a died the slaves shown that from some accidental and not ‘natural situation causes’ then the ship’s out.insurance will pay The be a disaster will not voyage and the owners will be pleased. His plan is to throw are sick that slaves any overboard. He will pretend the ship is runningthat out of it is and that drinking water necessary to do this to save the rest of and the the slaves crew. of Although some the of his plan the a them up before chain disposing of the them over side. along with him. 131 days few the next Over sla and m for sick for s er wners will be uy displeased with him.

y slave ship under the slave

as but also that he will also that as but a The Church Mission Society is working Mission Society Church with partnersThe Africa, in West the Caribbean and the USA to hold a memorial service in mid-Atlantic, 2007, in June those who for died during the crossing. 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials s As the voyage goes on As the voyage to Collingwood is dismayed more and more find that are becoming ill and slaves dying. of Several the crew are also affected. By the time the Zong is some Jamaica approaching sailors and seven 60 slaves died.have is Collingwood is his not only that aware human cargo worth less than it w find no b command of Captain Luke Collingwood. It has collected the on nearly 500 slaves African coast and is on West to Jamaica. its way The year is 1781. year The Zong The i slaves. If die more slaves the that then it is likely and a loss will make voyage the ship o mightil He will lose all the bonuses the delivery are paid for that of a certain of number and his slaves healthy

the Zong The Story of The © Slavery Information Sheet 10a: The John Newton Story ENDINGSLAVERY 44 t or supplies a when the ship k of for those times It was the practice the island of Madeira. stopped f some luc desolate. But he had as seized by the navy by as seized voyage and John was and John voyage press gang whichpress gang roamed young for the streets looking kidnap would they men that navy. to join the and force himself found John the on in a war with HMS Harwich the French. still he Worse the ship was to go that found years - five East for to the Far and he would be parted from his Mary time! He all that for tried to desert when ship the Plymouth at was anchored he was recaptured,but put in irons and flogged. ship set offThe on its long leaving his sweetheartleaving he w ather planned to send John ather and other countries.and other His f his to make to Jamaica fortune trade. in the sugar he was But the week before due to sail, with in love he fell Mary Catlett. a bit ofHe was always a and tended to please rebel himself. on to So he stayed be with Mary long after his the West ship had sailed for Indies. was furious His father had gone. the chance but A little while disaster later struck John. after Just John Newton Story: Newton John

2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials he story of trader a slave John was born was John in London in 1725, the son of a sea captain. His mother died when he was a child. His firstfather to sea took him when he was 11 years old. to voyages He made several ports in Spain and Portugal The storyThe of Newton is John t who and became a minister an important person in the slavery. to abolish movement He is also the person who ‘Amazing wrote the hymn Grace’. The Grace Amazing © Copyright The John Newton Project, The John Copyright www.johnnewton.org. Slavery Information Sheet 10b: The John Newton Story ENDINGSLAVERY 45 y a me! e y lik see.’ sorry about er I h y w etc er as v ainst slavery. g ut no as v he w ed a wr v He described the w lind b espected clergyman his espected clergyman . wton w particular occasion or as b ade’. In this he recounted hich is still carryinghich on his ewton made three more made ewton once was lost but now am now lost but once was ngland and became hild crying, had thrown it r ound, eaving the sea he became a the sea he eaving By now Newton had his mind about the changed trade and in 1778, slave when he was 53, he a pamphlet called published Upon the Slave ‘Thoughts T the horrors of the slave ships ‘Amazing Grace! How sweet How Grace! ‘Amazing the sound That sa slaves were chained up and were chained slaves the use of the thumbscrews to punish troublemakers. He told how a sailor, tired of a c overboard. As a well-known and r was a powerful one. voice Ne I f W his own share in a business ‘so cruel, so destructive, as Trade’. the African Slave In 1799, the in founding involved Mission Society Church w campaign a N he before voyages slave stopped. years after Ten l of in the Church minister E his sermons, famous for in large audiences drawing his church.at also He as a writer became famous of as ‘How such hymns ofSweet the Name Jesus Sounds’. is remarkable What he could about him is that for very quickly write hymns a event. hymn His most famous Grace’,was ‘Amazing written in 1772, in which he refers to his time on ship during the storm: le b , ong ar viour as a calculating y and w k nothing wr or w gents – Europeans constantl , were married in 1750. had w kets and auction houses kets es ned he bought sug y v w est Indies to get the ood, and bees' wax before arious a eep a look out for him and for a look out eep he ship ranged the wholehe ship with the trade in human beings and joined as first mate. another slaver in involved He became fully the workings of the trade. Along the African coast he to boat rowing by travelled v and Africans - to collect sla ofthe best exchanges bars of or beer. iron or cloth Then, when the ship was full of slaves, to the he voyaged W them in the highest price for mar there. he the money With ear rum, the rice or tobacco for return journey and make when more money even these were sold in Britain. He no k home.bring him was But that months as many for not to be t gold,coast collecting ivory, w Britain. to sailing back voyage On the homeward underwent a Newton John religious transformation. The met a terrificship he was on storm in the Atlantic and the she sailors were convinced in the icy was going down waters. with Newton A sailor as was washed overboard hours many for worked they in freezing conditions to the ship from sinking, keep working and the pumps in the breaches plugging hull.ship’s the saw John hand of in his survival, God stopped his bad beha Mary to to ask his beloved marry him. She agreed and the and started going to church. He still sa . he ptain to T hite slave . drinking a hains Leone the , bout the a r as falsely or a w f ellbeing ed the ca k w Newton’s father and father Newton’s or At Sier s ’ as actually helped and as actually ot w wton ent put him in c ptain. oast and, would as luck g 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials hips to sometimes hips Guineaman’, ship a slave great deal and making up great insulting songs a ca John Newton saw nothing saw Newton John trade in wrong with the slave common with most other people in the middle of the eighteenth century. He became a full participant in to the extent the trade even of to women young forcing with him (as other sex have sailors did). the rebel, Ever he became wilder s sailors.exchange In the port was a the time at ‘ the west African sailing to c it,have the captain knew father.Newton’s Newton was and found exchanged himself trade. in the slave A new part of his story opened was him and he up before 19 years ofstill only age. captain died and the ship the fist by over was taken mate, who had no reason to Newton leniently. treat Newton was very much he would be put afraid that onto a warship as a punishment and decided he Africa! in stay would rather He g agent who was buying from African traders to slaves sell to the Europeans. But Newton soon became very ill and w the slaves. by food fed At this point he w accused of theft and the a when came his way a Luck ship turned up with a captain who had an interest in Ne owner of the ship, Joseph Manesty, a merchant, was a friend of he had ask © Slavery Information Sheet 11: Slavery and Global Action ENDINGSLAVERY 46 air trade ting f can mean that people are can mean that , ecoming involved in ecoming involved aising funds to support products. Raising awareness ofRaising awareness modern slavery R supporting who are charities them to and helping ex-slaves re-integrate their into communities B campaigning. This means looking into campaigns being conducted by organisations Mission the Church like Society and Anti-Slavery International. This may on putting pressure involve at an governments writing by international level to MPs in Britain or to other people and organisations who to influence can bring more bear Suppor ve-like conditions.ve-like Sometimes veloping counties. veloping hat they can help are: they hat • • • • Therefore, people young action that is more limited.can take ways The t The main problem underpinning main problem The some forms of or near- slavery is poverty.slavery can Globalisation down prices are driven mean that people are working so far that in sla particulardemand for raw materials, e.g. mobile cobalt for phones forced to work in intolerable forced conditions. these and similar In to help is to way cases the only fairer trading relationships establish between industrialised and de yer , it might bour , be could boycotts hild la c air trade goods which have ed but they are not always they ed but y putting pressure on companies putting pressure on parts of India, not and does luence this. But reputable uying f y here are some areas, instance for n the fair trade mark, is perhaps the and pay to trybest ways to improve people. conditions for impoverish a family that relies on that a family impoverish working the children or it might into something the children force industry the sex worse or like in rubbishdigging heaps. A boycott might also hit the better emplo who his/her is not exploiting workers. In this sort of situation, b the most effective solution.the most effective In the case of people’s domestic economic domestic people’s arrangements, e.g. bonded labour i come into the global consumer come into the global market. T the worst forms of labour and child ofsome examples labour, forced where consumers in the west can this is largely an impact but have b whoand governments can inf to be companies are not likely in a situation knowingly involved labour is slave or near where slave being used. to are more likely They in issues ofbe involved low wages, working conditions or impact on the and environment. local community cases ofIn more extreme low waged labour in harsh working conditions emplo a e v . was an Sugar ade tr e v

bean then collected sugar, een the sugar people een the sugar

ves such as child soldiers as child such and ves 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials ther African goods like ivory.like ther African goods The onnection between the trade itself onnection between his meant that the sugar boycott of boycott the sugar his meant that ugar plantations and for other and for plantations ugar Today that relationship is not so relationship that Today clear. different takes forms Slavery in the modern world and usually there is no direct connection and between the goods we buy sla slaves.sex is often part Slavery of consumed in Britain and the people who produced it. real impact on the people involved in the sla integral part of the global operation. had added boycott The importance it in the sense that raised consciousness about the trade:slave it made the connection betw the 1790s and 1820s could ha T rum, goods to cotton and other to Britain,bring back of some whichthen sold on to other were countries.trade was So the slave part of of a worldwide movement were goods and indeed the slaves than as goods rather treated human beings. It was a global business. and other forms of economic activity. was slaves for demand The labour on the the need for by driven s cotton. picking work like Goods were manufactured, e.g. brass, guns, cloth, or brought from other and for slaves countries to trade for o to the took the slaves ships that Carib In the period ofIn the period the transatlantic trade there was a very clear slave c

Global Action Global Slavery and Slavery © References ENDINGSLAVERY 47 Penguin Tempus (details to add) Macmillan, 2005, Anti-Slavery Wrexham, Clwyd, 1995, Manchester University Routledge, 1992, ISBN: .com vie Bury the Chains, British Popular Politics and British Politics British Popular acemo Slave Captain, Slave r he Atlantic Slave Trade and British Trade Slave he Atlantic The Interesting Narrative, The Interesting Women Against Slavery, Against Women The British Britain’s Slave Trade Trade Slave Britain’s g T 807 – 2007: of 200 Years Over Britain’s Slave Empire, Slave Britain’s 1 1872424422

ycchancery.com/abolition aye M., aye nstey R., nstey .amazing .br

SBN: 0333904915 International, 2005, ISBN: 0900918616 Books, 2003, ISBN: 0142437166 Campaigns 1780 – 1870, Publishing Ltd, 2000, ISBN: 0752417797 Press, 1995, ISBN: 0719038561 ISBN: 0415066697 Abolition 1760 – 1810 Abolition Walvin J., Walvin Oldfield J.R., S., Schwarz Martin S.I., C., Midgley K Equiano O., Hochschild A, A Anti-Slavery 1787 – 1807, Anti-Slavery I Campaigning Against Slavery, Campaigning Against 2006 Church Mission Society and Citizenship Foundation. Mission Society and Citizenship 2006 Church purposes. educational be copied or altered for may Materials • www.understandingslavery.com www.liverpoolmuseums.org.uk/nof/slavery www www www.antislavery.org/breakingthesilence www.rendezvousofvictory.org www.theamazingchange.com www.cms-uk.org/settingcaptivesfree Useful Websites • • • • • • •