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The Middle Passage- Slavery and Sources

The Middle Passage- Slavery and Sources

Power point and carousel activity with homework included. Source A (differentiated) is the model to be done together: an extract from Olaudah Equianoh's 'Interesting Narrative' Can be used for work on Middle Passage, or improving source work across key stages. Includes differentiation.
alicec1422
Spanish Conquest of the Americas

Spanish Conquest of the Americas

Unit of work on the Spanish Conquest of the Americas. Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 4 Depth Study 6: Expanding Contacts Option 3: Spanish Conquest of the Americas Bundle includes: + Powerpoint - Aztec Society
WayneWoods
Year 4 Normans- 3 lessons

Year 4 Normans- 3 lessons

These smartboards focus on: Norman Castles Battle of Hastings- What was it? Battle of Hastings- writing a diary All resources are included
sparkle1978
Year 4 Romans - 7 lessons

Year 4 Romans - 7 lessons

These smartboards are a unit of work based on the Romans. Each lesson is a complete lesson on the smartboards. The focus for each lesson are : Who were the romans? What was an invasion? Comparing Romans to Celts Bouddica's Rebellion - writing in role What can we learn from historical artefacts? Roman Roads Hadrian's Wall
sparkle1978
Jamestown Word Wall Cards

Jamestown Word Wall Cards

These word wall cards are a great way for students to improve their knowledge of the colony of Jamestown. This product contains 12 cards with definitions and images for each term: ♦ Charter of the Virginia Company ♦ Chief Powhatan ♦ Christopher Newport ♦ House of Burgesses ♦ Jamestown ♦ John Rolfe ♦ John Smith ♦ King James I ♦ London Company ♦ Pocahontas ♦ Sir Thomas Gates ♦ Susan Constant
ScienceSpot
WALKING THROUGH THE WALLED TOWN OF GALLE SRI LANKA - HISTORY - GEOGRAPHY -TRADE

WALKING THROUGH THE WALLED TOWN OF GALLE SRI LANKA - HISTORY - GEOGRAPHY -TRADE

This unit has a focus on the fortified trading port of Galle -Ceylon (present day Sri Lanka) It can stand alone as an interesting study of a walled town that has World Heritage status. It can provide a framework for three periods of European influence (Portuguese, Dutch, British) in the operation of trade from the Asian area and the markets of Europe. Beyond this framework this unit could be used to link with other areas of study - such as "The British in India"; "The Dutch in the East Indies" (present day Indonesia); "The plantations systems in Ceylon" : "The ancient kingdoms of Ceylon" ; "The endangered Asian elephants of Sri Lanka". Take your students through the defensive walls of Fort Galle. Discover via photographs the imprints of history and understand why this is a unique place. The attachments are provided to encourage debate and check learning. In Galle, history is about what has been but also about what remains evident.
KPolkinghorne
Britain’s transatlantic slave trade: its effects and its eventual abolition

Britain’s transatlantic slave trade: its effects and its eventual abolition

These seven lessons are designed to cover Britain’s transatlantic slave trade: its effects and its eventual abolition. All the lessons come with suggested teaching and learning strategies and link to the latest interpretations of slavery from the bbc and other sources. The first lesson is an introduction to slavery and asks the question if slavery is still in existence today. Lessons two and three examine the capture and treatment of slaves on the slave ships and the conditions the slaves faced. The fourth lesson analyses the slave auction and how valuable the slaves were. The fifth and sixth lessons look at plantation life and how the slaves tried to resist their owners. The last lesson looks into the abolition movement with a case study of William Wilberforce and his efforts into its abolition throughout the British Empire.
Pilgrim17
Inca Communication System 3 Activities and informational text

Inca Communication System 3 Activities and informational text

Engage students in the fascinating communication system of the Inca Civilization with these 3 ready-to-use activities. Students investigate and analyze through individual and collaborative activities . Great to set up at centers or use for differentiation. Each activity has a reflective writing component. A great addition to your study of the MesoAmerican cultures. This detailed guide includes: -Complete teacher’s guide for setting up activities -Student handouts for 3 activities - Informational text on Quipus You will need colored yarn for 1 of the activities. Ways to Save - MesoAmerica Teacher Resource bundle on the Maya, Aztec and Inca" - World History Middle School Resource Bundle. Maya, Inca and Aztec Resources Include: - Maya Inca Aztecs Interactive Notebook Graphic Organizers - Aztec Illustrated Timeline Activity - Aztec Comparative Timeline for Interactive Notebooks - Mayan Government and Laws Gallery Walk Activity - The Aztecs Social Class, Cities and Government Station Activities - The Aztecs Calendar, Writing System and Rituals Station Activities - Mayan Number System Inquiry-Based Station Activities - Mayan Glyphs and Writing System Station Activities - Aztecs Gallery Walk - an Introduction to the Aztec Culture This purchase is for one teacher only. This resource is not permitted to be shared with colleagues or by an entire subject or grade level, school, or district without purchasing the proper number of licenses. If you are interested in a site license, please contact me for a quote at docrunning@kulikuli.net. This resource may not be uploaded to the internet in any form, including classroom/personal websites or network drives.
DocRunningHistory
Britain’s transatlantic slave trade: The Triangular Trade and the capture of slaves

Britain’s transatlantic slave trade: The Triangular Trade and the capture of slaves

This lesson is split into two parts; the first part explains the triangular trade and the various goods and transactions that occurred in the slave trade. Students are required to find this out through documentary and video evidence before plotting it on a table. A mini plenary checks their understanding and uses a ‘what if’ question to challenge their thinking. The second part looks at the story of Olaudah Equiano and how his life was before and after he was captured. However the students are challenged to question his version of events and how there is conflicting evidence in his account. The final part of the lesson analyses how the slaves were captured by whom, prioritising which were the most common forms of capture and using sources of evidence to extract further information. The lesson comes complete with suggested teaching strategies.
Pilgrim17
Britain’s transatlantic slave trade: The origins of slavery

Britain’s transatlantic slave trade: The origins of slavery

The lesson aims to introduce the concept of slavery and how it has been active throughout the centuries. Subsequently the students have to categorise the reasons why the trans-Atlantic slave trade was justified by many of our contemporaries and evaluate the most important reasons through differentiated tasks. They also look through a number of sources about slavery from the Ancient Egyptians through to the present day and reveal their findings in a summarisation pyramid. This lesson comes with suggestions of different teaching strategies and is user friendly, especially for non specialists.
Pilgrim17