![\"\"](\"https:\/\/tss.stir.ac.uk\/wp-content\/uploads\/2025\/10\/Connections.png\")
<\/figure>\n<\/div>\n\n\nThe impact of slavery on racial thought in Britain<\/strong>. <\/h5>\n\n\n\nThis three lesson enquiry looks at the way that British people perceived Africans before during and after the slave trade. Drawing on work from Kerry Apps, it makes the point that it was the slave trade which caused the racial ideologies that we are reckoning with today.<\/p>\n\n\n\n
\nracial thought unit plan<\/a><\/div>\n<\/div>\n\n\n\n\nlesson 1 \u2013 Barbados Slave Code<\/a><\/div>\n\n\n\nLesson 1 \u2013 Worksheet 1<\/a><\/div>\n\n\n\nLesson 1 \u2013 worksheet 2<\/a><\/div>\n<\/div>\n\n\n\n\nlesson 2 \u2013 Racial Categories<\/a><\/div>\n\n\n\nlesson 2 \u2013 worksheet 1<\/a><\/div>\n\n\n\nlesson 2 \u2013 worksheet 2<\/a><\/div>\n\n\n\nlesson 2 \u2013 worksheet 3<\/a><\/div>\n<\/div>\n\n\n\n\nlesson 3 \u2013 Racial Thoughts post-Abolition<\/a><\/div>\n<\/div>\n\n\n\nDid the Dolben Act work as intended?<\/strong><\/h5>\n\n\n\nIn 1788, the British parliament passed a law (later known as the Dolben Act) which aimed to improve conditions on slave vessels. This lesson looks at why Sir William Dolben proposed his law and whether the law worked as he had hoped.<\/p>\n\n\n\n
\ndolben Lesson<\/a><\/div>\n<\/div>\n\n\n\nVoices of Abolition<\/strong><\/h5>\n\n\n\nThis three lesson enquiry asks, ‘Which voice for abolition was loudest?’ It begins with an enquiry into Wilberforce’s contribution and asks his voice is the ‘most heard’. In the second lesson, some lesser known abolitionists are discussed, while Lesson 3 asks students to explain why some people are remembered more than others, before deciding whose voice should be remembered.<\/p>\n\n\n\n
\nLesson 1 \u2013 Wilberforce<\/a><\/div>\n\n\n\nlesson 2 \u2013 Meet four new voices<\/a><\/div>\n\n\n\nlesson 3 \u2013 Influence of Different Voices<\/a><\/div>\n<\/div>\n\n\n\nHow did supporters of slavery \u200bin Britain respond to the enslaved rebellion in Saint-Domingue?<\/strong><\/h5>\n\n\n\nThe Haitian Revolution, which saw enslaved people in the French colony of Saint Domingue take up arms against their enslavers, sent shockwaves through Europe. In Britain, supporters of slavery had to balance anti-French feelings with anxieties that organised armed resistance might spread to the British Caribbean.<\/p>\n\n\n\n
The first of these lessons looks at the reaction of the political class in Britain, the second uses primary sources to look at how the planter class in the Caribbean responded to the threat.<\/p>\n\n\n\n
\nreaction in britain Lesson<\/a><\/div>\n<\/div>\n\n\n\n\nreaction among planters Lesson<\/a><\/div>\n<\/div>\n\n\n\nHow can the work of Hannah More shine a light on the contribution of female abolitionists in Britain?<\/strong><\/h5>\n\n\n\nThis lesson explores the poetry of abolitionist Hannah More to explore the many ways in which opposition to slavery could be expressed.<\/p>\n\n\n\n
\nhannah more Lesson<\/a><\/div>\n<\/div>\n\n\n\nPhillis Wheatley and the British Abolitionist movement <\/strong><\/h5>\n\n\n\nThis lesson looks at the impact of Phillis Wheatley, a formerly enslaved person of African descent who wrote poetry. The lesson looks at how her work was received in Britain and focuses on a short extract from her poetry.<\/p>\n\n\n\n
\nphillis wheatley Lesson<\/a><\/div>\n<\/div>\n\n\n\nHow were the lives of Highland crofters intertwined with the lives of the enslaved Africans 4000 miles away?<\/strong><\/h5>\n\n\n\n\u200bThis lesson encourages pupils to think about transatlantic slavery as a truly global system. It traces the easterly journey of the flax grown in central Europe, which was spun in the Scottish highlands, and worn by enslaved people in the Caribbean.<\/p>\n\n\n\n
\ncrofters and slavery Lesson<\/a><\/div>\n<\/div>\n\n\n\nHow should Wilberforce be remembered?<\/h5>\n\n\n\n
This lesson uses the historical concept of significance to explore the different ways that Wilberforce can be remembered. The lesson reminds us that it is we in the present who decide how someone should be remembered.<\/p>\n\n\n\n
\nwilberforce significance Lesson<\/a><\/div>\n<\/div>\n\n\n\nWhat was the most significant link between Scotland and the Caribbean?<\/strong><\/h5>\n\n\n\nThis series of lessons explores Scotland’s relationship to the Caribbean, focusing on the period of Atlantic slavery. Learners will explore connections through sugar, finance, linen and herring fishing. Lesson 1 introduces the series and focuses on sugar. Lesson 2 is about financial institutions. Lesson 3 examines the linen industry and lesson 4 attends to fishing. There is also a series of printable resources to support these lessons.<\/p>\n\n\n\n
\nScotland and caribbean connections<\/a><\/div>\n\n\n\nlesson 1 \u2013 Handout 1<\/a><\/div>\n\n\n\nlesson 1 \u2013 handout 2<\/a><\/div>\n\n\n\nlesson 3 \u2013 handout<\/a><\/div>\n\n\n\n
Did the Dolben Act work as intended?<\/strong><\/h5>\n\n\n\nIn 1788, the British parliament passed a law (later known as the Dolben Act) which aimed to improve conditions on slave vessels. This lesson looks at why Sir William Dolben proposed his law and whether the law worked as he had hoped.<\/p>\n\n\n\n
\ndolben Lesson<\/a><\/div>\n<\/div>\n\n\n\nVoices of Abolition<\/strong><\/h5>\n\n\n\nThis three lesson enquiry asks, ‘Which voice for abolition was loudest?’ It begins with an enquiry into Wilberforce’s contribution and asks his voice is the ‘most heard’. In the second lesson, some lesser known abolitionists are discussed, while Lesson 3 asks students to explain why some people are remembered more than others, before deciding whose voice should be remembered.<\/p>\n\n\n\n
\nLesson 1 \u2013 Wilberforce<\/a><\/div>\n\n\n\nlesson 2 \u2013 Meet four new voices<\/a><\/div>\n\n\n\nlesson 3 \u2013 Influence of Different Voices<\/a><\/div>\n<\/div>\n\n\n\nHow did supporters of slavery \u200bin Britain respond to the enslaved rebellion in Saint-Domingue?<\/strong><\/h5>\n\n\n\nThe Haitian Revolution, which saw enslaved people in the French colony of Saint Domingue take up arms against their enslavers, sent shockwaves through Europe. In Britain, supporters of slavery had to balance anti-French feelings with anxieties that organised armed resistance might spread to the British Caribbean.<\/p>\n\n\n\n
The first of these lessons looks at the reaction of the political class in Britain, the second uses primary sources to look at how the planter class in the Caribbean responded to the threat.<\/p>\n\n\n\n
\nreaction in britain Lesson<\/a><\/div>\n<\/div>\n\n\n\n\nreaction among planters Lesson<\/a><\/div>\n<\/div>\n\n\n\nHow can the work of Hannah More shine a light on the contribution of female abolitionists in Britain?<\/strong><\/h5>\n\n\n\nThis lesson explores the poetry of abolitionist Hannah More to explore the many ways in which opposition to slavery could be expressed.<\/p>\n\n\n\n
\nhannah more Lesson<\/a><\/div>\n<\/div>\n\n\n\nPhillis Wheatley and the British Abolitionist movement <\/strong><\/h5>\n\n\n\nThis lesson looks at the impact of Phillis Wheatley, a formerly enslaved person of African descent who wrote poetry. The lesson looks at how her work was received in Britain and focuses on a short extract from her poetry.<\/p>\n\n\n\n
\nphillis wheatley Lesson<\/a><\/div>\n<\/div>\n\n\n\nHow were the lives of Highland crofters intertwined with the lives of the enslaved Africans 4000 miles away?<\/strong><\/h5>\n\n\n\n\u200bThis lesson encourages pupils to think about transatlantic slavery as a truly global system. It traces the easterly journey of the flax grown in central Europe, which was spun in the Scottish highlands, and worn by enslaved people in the Caribbean.<\/p>\n\n\n\n
\ncrofters and slavery Lesson<\/a><\/div>\n<\/div>\n\n\n\nHow should Wilberforce be remembered?<\/h5>\n\n\n\n
This lesson uses the historical concept of significance to explore the different ways that Wilberforce can be remembered. The lesson reminds us that it is we in the present who decide how someone should be remembered.<\/p>\n\n\n\n
\nwilberforce significance Lesson<\/a><\/div>\n<\/div>\n\n\n\nWhat was the most significant link between Scotland and the Caribbean?<\/strong><\/h5>\n\n\n\nThis series of lessons explores Scotland’s relationship to the Caribbean, focusing on the period of Atlantic slavery. Learners will explore connections through sugar, finance, linen and herring fishing. Lesson 1 introduces the series and focuses on sugar. Lesson 2 is about financial institutions. Lesson 3 examines the linen industry and lesson 4 attends to fishing. There is also a series of printable resources to support these lessons.<\/p>\n\n\n\n
\nScotland and caribbean connections<\/a><\/div>\n\n\n\nlesson 1 \u2013 Handout 1<\/a><\/div>\n\n\n\nlesson 1 \u2013 handout 2<\/a><\/div>\n\n\n\nlesson 3 \u2013 handout<\/a><\/div>\n\n\n\n
Voices of Abolition<\/strong><\/h5>\n\n\n\nThis three lesson enquiry asks, ‘Which voice for abolition was loudest?’ It begins with an enquiry into Wilberforce’s contribution and asks his voice is the ‘most heard’. In the second lesson, some lesser known abolitionists are discussed, while Lesson 3 asks students to explain why some people are remembered more than others, before deciding whose voice should be remembered.<\/p>\n\n\n\n
\nLesson 1 \u2013 Wilberforce<\/a><\/div>\n\n\n\nlesson 2 \u2013 Meet four new voices<\/a><\/div>\n\n\n\nlesson 3 \u2013 Influence of Different Voices<\/a><\/div>\n<\/div>\n\n\n\nHow did supporters of slavery \u200bin Britain respond to the enslaved rebellion in Saint-Domingue?<\/strong><\/h5>\n\n\n\nThe Haitian Revolution, which saw enslaved people in the French colony of Saint Domingue take up arms against their enslavers, sent shockwaves through Europe. In Britain, supporters of slavery had to balance anti-French feelings with anxieties that organised armed resistance might spread to the British Caribbean.<\/p>\n\n\n\n
The first of these lessons looks at the reaction of the political class in Britain, the second uses primary sources to look at how the planter class in the Caribbean responded to the threat.<\/p>\n\n\n\n
\nreaction in britain Lesson<\/a><\/div>\n<\/div>\n\n\n\n\nreaction among planters Lesson<\/a><\/div>\n<\/div>\n\n\n\nHow can the work of Hannah More shine a light on the contribution of female abolitionists in Britain?<\/strong><\/h5>\n\n\n\nThis lesson explores the poetry of abolitionist Hannah More to explore the many ways in which opposition to slavery could be expressed.<\/p>\n\n\n\n
\nhannah more Lesson<\/a><\/div>\n<\/div>\n\n\n\nPhillis Wheatley and the British Abolitionist movement <\/strong><\/h5>\n\n\n\nThis lesson looks at the impact of Phillis Wheatley, a formerly enslaved person of African descent who wrote poetry. The lesson looks at how her work was received in Britain and focuses on a short extract from her poetry.<\/p>\n\n\n\n
\nphillis wheatley Lesson<\/a><\/div>\n<\/div>\n\n\n\nHow were the lives of Highland crofters intertwined with the lives of the enslaved Africans 4000 miles away?<\/strong><\/h5>\n\n\n\n\u200bThis lesson encourages pupils to think about transatlantic slavery as a truly global system. It traces the easterly journey of the flax grown in central Europe, which was spun in the Scottish highlands, and worn by enslaved people in the Caribbean.<\/p>\n\n\n\n
\ncrofters and slavery Lesson<\/a><\/div>\n<\/div>\n\n\n\nHow should Wilberforce be remembered?<\/h5>\n\n\n\n
This lesson uses the historical concept of significance to explore the different ways that Wilberforce can be remembered. The lesson reminds us that it is we in the present who decide how someone should be remembered.<\/p>\n\n\n\n
\nwilberforce significance Lesson<\/a><\/div>\n<\/div>\n\n\n\nWhat was the most significant link between Scotland and the Caribbean?<\/strong><\/h5>\n\n\n\nThis series of lessons explores Scotland’s relationship to the Caribbean, focusing on the period of Atlantic slavery. Learners will explore connections through sugar, finance, linen and herring fishing. Lesson 1 introduces the series and focuses on sugar. Lesson 2 is about financial institutions. Lesson 3 examines the linen industry and lesson 4 attends to fishing. There is also a series of printable resources to support these lessons.<\/p>\n\n\n\n
\nScotland and caribbean connections<\/a><\/div>\n\n\n\nlesson 1 \u2013 Handout 1<\/a><\/div>\n\n\n\nlesson 1 \u2013 handout 2<\/a><\/div>\n\n\n\nlesson 3 \u2013 handout<\/a><\/div>\n\n\n\n
How did supporters of slavery \u200bin Britain respond to the enslaved rebellion in Saint-Domingue?<\/strong><\/h5>\n\n\n\nThe Haitian Revolution, which saw enslaved people in the French colony of Saint Domingue take up arms against their enslavers, sent shockwaves through Europe. In Britain, supporters of slavery had to balance anti-French feelings with anxieties that organised armed resistance might spread to the British Caribbean.<\/p>\n\n\n\n
The first of these lessons looks at the reaction of the political class in Britain, the second uses primary sources to look at how the planter class in the Caribbean responded to the threat.<\/p>\n\n\n\n
\nreaction in britain Lesson<\/a><\/div>\n<\/div>\n\n\n\n\nreaction among planters Lesson<\/a><\/div>\n<\/div>\n\n\n\nHow can the work of Hannah More shine a light on the contribution of female abolitionists in Britain?<\/strong><\/h5>\n\n\n\nThis lesson explores the poetry of abolitionist Hannah More to explore the many ways in which opposition to slavery could be expressed.<\/p>\n\n\n\n
\nhannah more Lesson<\/a><\/div>\n<\/div>\n\n\n\nPhillis Wheatley and the British Abolitionist movement <\/strong><\/h5>\n\n\n\nThis lesson looks at the impact of Phillis Wheatley, a formerly enslaved person of African descent who wrote poetry. The lesson looks at how her work was received in Britain and focuses on a short extract from her poetry.<\/p>\n\n\n\n
\nphillis wheatley Lesson<\/a><\/div>\n<\/div>\n\n\n\nHow were the lives of Highland crofters intertwined with the lives of the enslaved Africans 4000 miles away?<\/strong><\/h5>\n\n\n\n\u200bThis lesson encourages pupils to think about transatlantic slavery as a truly global system. It traces the easterly journey of the flax grown in central Europe, which was spun in the Scottish highlands, and worn by enslaved people in the Caribbean.<\/p>\n\n\n\n
\ncrofters and slavery Lesson<\/a><\/div>\n<\/div>\n\n\n\nHow should Wilberforce be remembered?<\/h5>\n\n\n\n
This lesson uses the historical concept of significance to explore the different ways that Wilberforce can be remembered. The lesson reminds us that it is we in the present who decide how someone should be remembered.<\/p>\n\n\n\n
\nwilberforce significance Lesson<\/a><\/div>\n<\/div>\n\n\n\nWhat was the most significant link between Scotland and the Caribbean?<\/strong><\/h5>\n\n\n\nThis series of lessons explores Scotland’s relationship to the Caribbean, focusing on the period of Atlantic slavery. Learners will explore connections through sugar, finance, linen and herring fishing. Lesson 1 introduces the series and focuses on sugar. Lesson 2 is about financial institutions. Lesson 3 examines the linen industry and lesson 4 attends to fishing. There is also a series of printable resources to support these lessons.<\/p>\n\n\n\n
\nScotland and caribbean connections<\/a><\/div>\n\n\n\nlesson 1 \u2013 Handout 1<\/a><\/div>\n\n\n\nlesson 1 \u2013 handout 2<\/a><\/div>\n\n\n\nlesson 3 \u2013 handout<\/a><\/div>\n\n\n\n
How can the work of Hannah More shine a light on the contribution of female abolitionists in Britain?<\/strong><\/h5>\n\n\n\nThis lesson explores the poetry of abolitionist Hannah More to explore the many ways in which opposition to slavery could be expressed.<\/p>\n\n\n\n
\nhannah more Lesson<\/a><\/div>\n<\/div>\n\n\n\nPhillis Wheatley and the British Abolitionist movement <\/strong><\/h5>\n\n\n\nThis lesson looks at the impact of Phillis Wheatley, a formerly enslaved person of African descent who wrote poetry. The lesson looks at how her work was received in Britain and focuses on a short extract from her poetry.<\/p>\n\n\n\n
\nphillis wheatley Lesson<\/a><\/div>\n<\/div>\n\n\n\nHow were the lives of Highland crofters intertwined with the lives of the enslaved Africans 4000 miles away?<\/strong><\/h5>\n\n\n\n\u200bThis lesson encourages pupils to think about transatlantic slavery as a truly global system. It traces the easterly journey of the flax grown in central Europe, which was spun in the Scottish highlands, and worn by enslaved people in the Caribbean.<\/p>\n\n\n\n
\ncrofters and slavery Lesson<\/a><\/div>\n<\/div>\n\n\n\nHow should Wilberforce be remembered?<\/h5>\n\n\n\n
This lesson uses the historical concept of significance to explore the different ways that Wilberforce can be remembered. The lesson reminds us that it is we in the present who decide how someone should be remembered.<\/p>\n\n\n\n
\nwilberforce significance Lesson<\/a><\/div>\n<\/div>\n\n\n\nWhat was the most significant link between Scotland and the Caribbean?<\/strong><\/h5>\n\n\n\nThis series of lessons explores Scotland’s relationship to the Caribbean, focusing on the period of Atlantic slavery. Learners will explore connections through sugar, finance, linen and herring fishing. Lesson 1 introduces the series and focuses on sugar. Lesson 2 is about financial institutions. Lesson 3 examines the linen industry and lesson 4 attends to fishing. There is also a series of printable resources to support these lessons.<\/p>\n\n\n\n
\nScotland and caribbean connections<\/a><\/div>\n\n\n\nlesson 1 \u2013 Handout 1<\/a><\/div>\n\n\n\nlesson 1 \u2013 handout 2<\/a><\/div>\n\n\n\nlesson 3 \u2013 handout<\/a><\/div>\n\n\n\n
Phillis Wheatley and the British Abolitionist movement <\/strong><\/h5>\n\n\n\nThis lesson looks at the impact of Phillis Wheatley, a formerly enslaved person of African descent who wrote poetry. The lesson looks at how her work was received in Britain and focuses on a short extract from her poetry.<\/p>\n\n\n\n
\nphillis wheatley Lesson<\/a><\/div>\n<\/div>\n\n\n\nHow were the lives of Highland crofters intertwined with the lives of the enslaved Africans 4000 miles away?<\/strong><\/h5>\n\n\n\n\u200bThis lesson encourages pupils to think about transatlantic slavery as a truly global system. It traces the easterly journey of the flax grown in central Europe, which was spun in the Scottish highlands, and worn by enslaved people in the Caribbean.<\/p>\n\n\n\n
\ncrofters and slavery Lesson<\/a><\/div>\n<\/div>\n\n\n\nHow should Wilberforce be remembered?<\/h5>\n\n\n\n
This lesson uses the historical concept of significance to explore the different ways that Wilberforce can be remembered. The lesson reminds us that it is we in the present who decide how someone should be remembered.<\/p>\n\n\n\n
\nwilberforce significance Lesson<\/a><\/div>\n<\/div>\n\n\n\nWhat was the most significant link between Scotland and the Caribbean?<\/strong><\/h5>\n\n\n\nThis series of lessons explores Scotland’s relationship to the Caribbean, focusing on the period of Atlantic slavery. Learners will explore connections through sugar, finance, linen and herring fishing. Lesson 1 introduces the series and focuses on sugar. Lesson 2 is about financial institutions. Lesson 3 examines the linen industry and lesson 4 attends to fishing. There is also a series of printable resources to support these lessons.<\/p>\n\n\n\n
\nScotland and caribbean connections<\/a><\/div>\n\n\n\nlesson 1 \u2013 Handout 1<\/a><\/div>\n\n\n\nlesson 1 \u2013 handout 2<\/a><\/div>\n\n\n\nlesson 3 \u2013 handout<\/a><\/div>\n\n\n\n
How were the lives of Highland crofters intertwined with the lives of the enslaved Africans 4000 miles away?<\/strong><\/h5>\n\n\n\n\u200bThis lesson encourages pupils to think about transatlantic slavery as a truly global system. It traces the easterly journey of the flax grown in central Europe, which was spun in the Scottish highlands, and worn by enslaved people in the Caribbean.<\/p>\n\n\n\n
\ncrofters and slavery Lesson<\/a><\/div>\n<\/div>\n\n\n\nHow should Wilberforce be remembered?<\/h5>\n\n\n\n
This lesson uses the historical concept of significance to explore the different ways that Wilberforce can be remembered. The lesson reminds us that it is we in the present who decide how someone should be remembered.<\/p>\n\n\n\n
\nwilberforce significance Lesson<\/a><\/div>\n<\/div>\n\n\n\nWhat was the most significant link between Scotland and the Caribbean?<\/strong><\/h5>\n\n\n\nThis series of lessons explores Scotland’s relationship to the Caribbean, focusing on the period of Atlantic slavery. Learners will explore connections through sugar, finance, linen and herring fishing. Lesson 1 introduces the series and focuses on sugar. Lesson 2 is about financial institutions. Lesson 3 examines the linen industry and lesson 4 attends to fishing. There is also a series of printable resources to support these lessons.<\/p>\n\n\n\n
\nScotland and caribbean connections<\/a><\/div>\n\n\n\nlesson 1 \u2013 Handout 1<\/a><\/div>\n\n\n\nlesson 1 \u2013 handout 2<\/a><\/div>\n\n\n\nlesson 3 \u2013 handout<\/a><\/div>\n\n\n\n
How should Wilberforce be remembered?<\/h5>\n\n\n\n
This lesson uses the historical concept of significance to explore the different ways that Wilberforce can be remembered. The lesson reminds us that it is we in the present who decide how someone should be remembered.<\/p>\n\n\n\n