The High Street - Religion

Teaching idea/enquiry: What was the role of religion in the transatlantic slave trade?

The relationship between different religions and the transatlantic slave trade was complex. Different parts of the bible were used to defend or attack slavery, and the Church of England inherited plantations. Non-conformist religions were most active in final abolition and emancipation. See: The role of religion Background Information.

Prior knowledge

Pupils should have some awareness of different religions in England as well as globally.

Suggested teacher led activities (starter):

Ask pupils to brainstorm all the religions/faiths they can think of in pairs or small groups. Church built from slave trade profits
Pool the results to create a 'master' list.
Which of these faiths have a meeting place or place of worship in the local area?

Suggested pupil activities (main):

What might link religion and the slave trade? See also Sites of Memory.
Stretch pupils to develop a case study or essay on either:
Methodism and the slave trade http://www.methodist.org.uk; http://www.brycchancarey.com/abolition/wesley.htm
or the role of Quakers (including John Woolman) in anti-slavery activities http://www.spartacus.schoolnet.co.uk/REquakers.htm

Print out, cut up and distribute the statements from the PDF link below.
Assemble evidence on the role of religion in both the perpetuation of the slave trade and slavery and their abolition.
As a whole class pull together key points on a PowerPoint slide or whiteboard.

Suggested discussion (plenary):

Split the class in two and ask half to defend the relationship between religion and the slave trade and the other half to criticise it.
Use the PowerPoint slide as a prompt for the debate.

Why were non-conformist religions the most active in abolition?
What other social reforms were taking place at this time?
How has the current religious profile of Britain been influenced by its global empire?

Expectations

All pupils must: realise there different religions reflected in their local area; appreciate that there is a complex relationship between religion, the slave trade and the abolition of slavery.

Most pupils should: be able to name some non-conformist religions such as Quakers and Methodists; know that non-conformist religions were most anti-slavery; know that the bible was used both to defend and denounce slavery; appreciate that the current diversity of religions and ethnicities in the UK is a result of Britain's wider empire.

Some pupils could: know the Church of England inherited plantations, and owned enslaved Africans; know the Church initially resisted enslaved Africans converting to Christianity; know that non-conformist religions were actively abolitionist and welcomed enslaved Africans as members; be aware of an Islamic trade in enslaved people in Africa; appreciate why there are different interpretations of the past.