Weeks 24–26 Enquiry question: Why was the slave trade abolished? Interpretations Week 24 Interpretations Step Interpretations Step Interpretations Step Evidence * Abolitionist demands and Target Step 6 6: Learners can 7: Learners are able 7: They have a broad Interpretations methods Stretch to Step 7 select and describe to link the understanding that * Wilberforce, Thomas, Pitt the key features of a construction of historians can and parliament variety of different explain the same * Heyrick and the sugar interpretations (e.g. interpretations to the event through boycott visual, written, use of different different stories (e.g. * Abolition medallions spoken) and explain sources. the abolition of the the reasons for their slave trade as an Evidence Step 7: Evidence Week 25 construction (e.g. to They are able to economic argument, * Slave rebellions and other Target Step 6 entertain, to inform, formulate questions as the work of white types of resistance Stretch to Step 7 to persuade). They that are loosely based abolitionists, or as a * St Domingue rebellion will understand that on a line of enquiry, story of slave revolts * Negro spirituals this is linked to who but struggle to and resistance). Week 26 Causation and made the explain why this * Reasons for the abolition of consequence interpretations, but would be an the slave trade Interpretations will not be able to go important question to * Misconception that slavery Target Step 6 beyond simple answer. ended in 1807 its Stretch to Step 7 – statements. Learners continuation in the British may regard Empire until 1833, and longer interpretations as elsewhere. simply opinions and so be inclined to say that they are either all valid or that none of them hold historical purpose. Evidence Step 6: Learners are beginning to frame their own historically valid questions, but with limited success. (Reinforced)
Weeks 24–26 Enquiry question: Why was the slave trade abolished? Week 24 * Abolitionist demands and methods * Wilberforce, Thomas, Pitt and parliament * Heyrick and the sugar boycott * Abolition medallions Interpretations Target Step 6 Stretch to Step 7 Interpretations Step 6: Learners can select and describe the key features of a variety of interpretations (e.g. visual, written, spoken) and explain the reasons for their construction (e.g. to entertain, to inform, to persuade). They will understand that this is linked to who made the interpretations, but will not be able to go beyond simple statements. Learners may regard interpretations as simply opinions and so be inclined to say that they are either all valid or that none of them hold historical purpose. Evidence Step 6: Learners are beginning to frame their own historically valid questions, but with limited success. (Reinforced) Interpretations Step 7: Learners are able to link the construction of different interpretations to the use of different sources. Evidence Step 7: They are able to formulate questions that are loosely based on a line of enquiry, but struggle to explain why this would be an important question to answer. Interpretations Step 7: They have a broad understanding that historians can explain the same event through different stories (e.g. the abolition of the slave trade as an economic argument, as the work of white abolitionists, or as a story of slave revolts and resistance). Evidence Interpretations Week 25 * Slave rebellions and other types of resistance * St Domingue rebellion * Negro spirituals Evidence Target Step 6 Stretch to Step 7 Week 26 * Reasons for the abolition of the slave trade * Misconception that slavery ended in 1807 – its continuation in the British Empire until 1833, and longer elsewhere. Causation and consequence Interpretations Target Step 6 Stretch to Step 7