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Endingslavery: an Unfinished Business

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Endingslavery: an Unfinished Business ENDINGSLAVERY: AN UNFINISHED BUSINESS A RESOURCE PACK FOR CITIZENSHIP, HISTORY & RE A c k Credits n o About this booklet More about the w Citizenship Foundation l This booklet is offered free of charge as a result of a e collaboration between the Church Mission Society d (CMS) and the Citizenship Foundation (CF). g Historically, the Church Mission Society has been e involved for over 200 years in the campaign against m slavery, injustice and oppression in many parts of the world as part of its wider Christian mission. The anti- The Citizenship foundation was founded in 1989 to work e slavery movement was the first major campaign in for better citizenship education, principally through n curriculum development and teacher training. Its core t Britain to involve ordinary citizens across all classes mission is to promote engaged, informed and critical s (as well as the slaves themselves) in the struggle to citizenship, based on the values of democracy, justice and end an evil practice. As such it is a good example of human rights. CF offers a wide range of projects, services how change can come about when people work and products to support citizenship education for all age together for a just cause and it is offered in the hope groups and across formal and informal settings. For more that young people will be inspired and equipped to information go to www.citizenshipfoundation.org.uk. take a stand against the continuation of slavery and injustice in the world today. Acknowledgements Video support Written by: Terry Fiehn Edited by: Don Rowe We have been able to make this resource available as Design: Nomad Graphique a result of the support of many people, in particular Walden Media who last year produced “The Lion, the This pack has been produced with the generous support Witch and the Wardrobe” and who will, next year, of Westhill Endowment Trust. For more information on the release a major film about the life and work of William work of the Trust, see www.westhill.org. Wilberforce, a leading anti-slave trade campaigner. Walden has generously made available some clips CMS and CF also wish to thank Anita Matthews of Church from the film for teachers to download free and use in Mission Society, Suzanne Schwarz of Liverpool John conjunction with this booklet and the dedicated Moores University and Marylynn Rouse of The John teacher’s guide which was sent to every school as a Newton Project. companion to this booklet. To access these clips go to www.amazinggracemovie.com and/or check the Copyright teacher’s guide to the film. See also the advocacy site www.theamazingchange.com. The editors acknowledge the following permissions to use copyright images. Every effort has been made to trace the owners of copyrights but where this has not been More about the possible, copyright owners should contact the editors at Church Mission Society the addresses below. The Mariners Museum, Newport News, Virginia, p 7 image B; Anti-Slavery International pp 7 image D and 9 slave ship; Mary Evans Picture Library p 9; The Bridgeman Art Library, pp 10, 11,14, 20, 23, 24, 36, 37; National E Museums Liverpool p 22 and cover (manillas); Wedgwood N The Church Mission Society was founded in 1799 (as Museum Trust pp 25 and 35; Hull County Council p 35; D the Church Missionary Society) by a number of Brooklyn University p 38; Cornell University Library p 39; Anglicans who saw the abolition of injustice as an Noel Collection p 40; Norwich Castle Museum, p 42; The I integral part of their Christian duty to evangelise John Newton Project p 44. N worldwide. Amongst those present at the first meeting G were William Wilberforce (who also, incidentally, © 2006 Church Mission Society and Citizenship Foundation S founded the RSPCA) and John Newton, in whose house the meeting was held. Since that time, over 9000 L ISBN 978-0-9530185-7-3 men and women have worked for CMS in 26 countries A in Africa, Asia, Europe and the Middle East. Many V projects focus specifically on setting people free from Citizenship Church Mission the chains of injustice, poverty, addiction and modern Foundation Society E day slavery which continues to bring misery to millions 63 Gee Street 157 Waterloo Road R of people. For more about CMS and other projects London London related to ending slavery and addiction (including EC1V 3RS SE1 8UU Y Free for All and Setting Captives Free) go to www.cms-uk.org. Charity reg no 801360 Charity reg no 220297 2 © 2006 Church Mission Society and Citizenship Foundation. Materials may be copied or altered for educational purposes. ENDINGSLAVERY: AN UNFINISHED BUSINESS A RESOURCE PACK FOR CITIZENSHIP, HISTORY & RE E N D I N G S L A V E R Y 3 © 2006 Church Mission Society and Citizenship Foundation. Materials may be copied or altered for educational purposes. C o Contents n t e n t s Introduction 5 Lesson One Slavery across time and place 6 Lesson Two The Transatlantic Slave Trade 8 Lesson Three Why did people in Britain support slavery? 15 Lessons Four/Five The campaign to abolish slavery 18 Lesson Six Slavery Today 26 Lesson Seven The campaign against modern slavery 33 Information Sheet 1 Thomas Clarkson 35 Information Sheet 2 William Wilberforce 36 Information Sheet 3 Olaudah Equiano 37 Information Sheet 4 Slave resistance and revolt 38 Information Sheet 5 Elizabeth Heyrick 39 Information Sheet 6 Women against slavery 40 Information Sheet 7 Citizens against slavery 41 Information Sheet 8 The sugar boycott 42 E Information Sheet 9 The story of The Zong 43 N D Information Sheet 10 The John Newton story 44 I N Information Sheet 11 Slavery and global action 46 G S References 47 L A V E R Y 4 © 2006 Church Mission Society and Citizenship Foundation. Materials may be copied or altered for educational purposes. I n t r Introduction o d The year 2007 marks the bicentenary of the Act of combined unit with the history teacher focusing on the u Parliament abolishing the transatlantic slave trade, more specifically historical elements and the citizenship c passed in 1807. It took another twenty six years before or RE teacher focusing on campaigning and on modern t i an Act in 1833 (brought into force in 1834) abolished slavery. o the institution of slavery throughout the British Empire n and a further five years before slaves were truly In regard to the National Curriculum Citizenship emancipated in 1838. The campaign to achieve this - Programmes of Study at key stages 3 and 4, the the anti-slavery movement - was the first example of an materials fit very happily into the following areas – extra-Parliamentary campaign in which a broad range human rights, pressure groups, campaigning, taking of British citizens were involved. It was perhaps the action, participation, skills of enquiry and most successful pressure group in modern communication, presenting reasoned argument and parliamentary history. developing discussion skills. However, slavery in a wide variety of forms continues today. People throughout the world are forced against Aims of materials their will and under threat of punishment and physical abuse to work as sex slaves, child soldiers, bonded These materials are targeted at students in years 9 and labour, forced labour and in other types of work. There 10. They aim to: is still a campaign to be fought and much work to be done. This involves bringing pressure to bear on • Deepen students’ understanding of the events governments to stop slavery in the areas under their commemorated by the bicentenary of the abolition control and to support people who have escaped of the slave trade slavery. It also means campaigning for fairer, more equitable international trade and economic • Increase students’ knowledge of the campaign to arrangements to help alleviate the poverty which end slavery in the end of the eighteenth and underpins many aspects of modern slavery. beginning of the nineteenth centuries These materials are designed to link the campaign in • Link the campaign to abolish slavery then with the Britain at the end of the eighteenth and beginning of campaign to fight slavery today the nineteenth centuries to the campaign against slavery today. What is remarkable is how ‘modern’ the • Develop students’ understanding of pressure methods used by the early campaigners were - forming groups and the methods they use to influence a pressure group to lobby MPs, informing the public by Parliament and decision makers newsletters, holding meetings, using investigative reporting, petitions, local action groups, using products • Raise awareness of modern day slavery and the to promote the campaign and consumer boycotts – all campaign against slavery. of which would be familiar aspects of present day campaigns. Studying the anti-slavery movement provides a perfect vehicle for students to learn about Differentiation pressure groups and the tactics they use to influence government and decision makers. These materials employ a range of teaching and learning methods – matching exercises, card sorts, narrative, role play, use of ICT, writing, making These materials have a strong citizenship orientation. presentations – which are designed to motivate and They do not attempt to cover the history of the engage students of a wide range of abilities. The E transatlantic slave trade itself nor of life on plantations activities encourage students to work together in pairs N in British colonies. There are plenty of good accounts of and small groups and so more able students will be these in modern history textbooks and in other able to support those who may find some information D materials which will already be in use in classrooms.
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