The Transatlantic Slave Trade and the Abolition Movement are topics that can be very fruitfully studied by children at this phase, hitting a number of cross-curricular objectives.
This topic does not fall within a period or area of history normally covered at Key Stage 2. As clearly illustrated in the KS 2 lesson plans provided, however, the topic offers plenty of scope for developing students' history skills.
1) Pupils should be taught to:
a. place events, people and changes into correct periods of time
b. use dates and vocabulary relating to the passing of time, including ancient, modern, BC, AD, century and decade.
Knowledge and understanding of events, people and changes in the past
2) Pupils should be taught:
a. about characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past
b. about the social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world
c. to identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied
d. to describe and make links between the main events, situations and changes within and across the different periods and societies studied.
3) Pupils should be taught to recognise that the past is represented and interpreted in different ways, and to give reasons for this.
4) Pupils should be taught:
a. how to find out about the events, people and changes studied from an appropriate range of sources of information, including ICT-based sources [for example, documents, printed sources, CD-ROMS, databases, pictures and photographs, music, artefacts, historic buildings and visits to museums, galleries and sites]
b. to ask and answer questions, and to select and record information relevant to the focus of the enquiry.
Organisation and communication
5) Pupils should be taught to:
a. recall, select and organise historical information
b. use dates and historical vocabulary to describe the periods studied
c. communicate their knowledge and understanding of history in a variety of ways [for example, drawing, writing, by using ICT].
The topic offers key stage 2 students excellent links to the geography curriculum, in particular:
Geographical enquiry and skills
Knowledge and understanding of places
CITIZENSHIP, PSHE and RELIGIOUS EDUCATION
The site has strong relevance to several elements within the Key Stage 2 Citizenship/PSHE curriculum, in particular:
2 e) to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's experiences
2 h) to recognise the role of voluntary, community and pressure groups
4 b) to think about the lives of people living in other places and times, and people with different values and customs
5 g) consider social and moral dilemmas that they come across in life [for example, encouraging respect and understanding between different races and dealing with harassment]
Strong links to the key stage 2 Religious Education curriculum are provided by the fact that the Quakers, Clarkson, Wilberforce and others were inspired by their religious faiths, to oppose what they saw as the injustices of slavery.