So one thing at Rugby School Japan which we’re very passionate about is trying to bring a British style curriculum to, our international school here. And one of the key elements of that is a very interactive style of teaching. I think this style is quite unique to to the British education system, in the way that it really promotes interactivity and engagement from pupils in a more inquiring mindset. So asking questions, asking them to be curious about the world and, particularly curious about the topics that they’re learning about and really giving them space to, contribute and to be active participants in the classroom. And I think this is one of the main differences possibly to some other styles of education around the world. And I think that it’s a really useful tool to try and bring pupils further on in their learning. Hello, everyone. Lovely to see you this morning. Good morning. We’re going to just go straight back in and see what we can remember about everything we have learned so far this year. Okay? So here we go. Dragon, how many colonies did they settle in America? I’m not sure. Okay, Tiger. Thirteen. Thirteen. Geographically, John, where were they? In the Fantastic. Does anybody know why the thirteen colonies were on the East Coast? East Coast, George? Because that’s where they first, like, traveled to. Like like, that’s where the coast was. Fantastic. It was the the nearest proximity, wasn’t it? From which country, Isaac? Where are these people coming from? Mhmm. Brilliant. What monarch, Miquito, was on the throne when they first started to move over? Elizabeth the first. Good. And Mire, much earlier than this, someone else from Europe found America. What what date was that? Fourteen nineteen. Brilliant. Does anyone know the name of that person? Eileen? Columbus. Columbus. Fantastic. This is excellent memory. Well done everybody. Right. If they’re coming from England, people, if they’re coming from England, why are they wanting to leave? Okay. There are two main reasons why people were interested in leaving. Kenta? Economic reasons and religious reasons. Good. Economic reasons and religious reasons. And we talk, don’t we, about push reasons and pull reasons. Yeah? Fantastic. Okay. I wanna just go into the religious side a little bit. So, who can tell me why we had a problem emerge in England? Why did we have a problem emerge? Cokie. Fantastic. He changed the church, didn’t he, from Catholic to Protestant? And he made one really important piece of legislation about this. Legislation meaning what does legislation mean? Legislation meaning? Anyone know? John? A law. A law. Fantastic. So he had what we call a reformation parliament, and he sat parliament down, and they passed a series of laws for him of which the most important one really dictated who was in charge of the church. Does anybody remember the name of it? Does anyone remember? Nanami? Left of supremacy. Fantastic. Why is it called the act of supremacy? Good. So supreme head of the church, act of supremacy. Ruri, he replaced who? Under Catholicism, who was the head of the church? I’m not sure. Okay. Alyssa? The pope. Fantastic. Okay. The pope. Brilliant. So we went from Catholic to Protestant. Why does this mean people moved to America? Why does this mean people moved to America? Dragon. Right. We don’t have religious freedom. What’s another word for freedom? If we have religious freedom in a country, we we might say that the government or the monarch was does anyone know? We might say they’re tolerant. We have religious tolerance. Yeah? So we haven’t got religious tolerance, so people are forced to leave, aren’t they? What would happen to them if they stay behind? What would happen to Melissa? They might get persecuted. They might get persecuted. Excellent word. Who knows what persecuted means? Persecuted, Sara? Punished. Punished. Fantastic. How might they persecute or punish people in Tudor England for being the wrong religion, Eile? Execute them. They might execute them and really brutally. What kind of executions? Anyone know? Anyone know? Emma? Not sure. You could be burned at the stake. Yes. You could be burned at the stake. So if you stay in England you might be burned at the stake, It’s no wonder people decided to leave, is it? Right. We have a few different branches of faith. So we’ve talked about Christianity and Protestantism. Within that, we have even more. Does anyone know what those are called? Those branches. If we have branches of faith, so it’s like a tree. Hikaru? Denominations. Denominations. Fantastic. Sorry. I cut you off there. Yeah. Is it okay? Okay. Denominations. And who can tell me some denominations? Isaac? Puritan. Puritan. Is that protestant or Catholic? Fantastic. What’s another protestant denomination? Alyssa? Quakers. Quakers. Fantastic. Where did they go? They found America. They found a whole community twenty community communities in America, like, Do you remember the name of it? Something two sets. Massachusetts. Massachusetts. Fantastic. They founded Massachusetts, didn’t they, to be a Quaker settlement. Brilliant. There’s another Protestant denomination. Nenami? Massachusetts. Do you know which country they really set they were really coming from? Somewhere in Europe. It was somewhere in Europe. It’s just above England. Just above England. Who knows their geography? Makita? Scotland. Scotland. Fantastic. So Presbyterians primarily came from Scotland. Well done. Puritans coming from England. Fantastic. What’s the Catholic denomination? What’s the Catholic, Kenta? Jesuit. Jesuit. Jesuit. Well done. Okay. So all these communities wanted to leave, didn’t they? Brilliant. Quickly, on the economic front, why would you go to America for economic reasons? John? For how many? Four, sorry. It’s good for cash crops. Cash crops. Fantastic. Mihanna, give me a cash crop. Tobacco. Tobacco. Give me another cash crop. Marco. Cotton. Cotton. Give me another cash crop. Tiger. Sugar. Sugar. Okay. Sugar in particular, how do we know sugar became a very valuable cash crop? Ruri? Do you use it in coffee or tea? Sorry. I couldn’t hear you. Do you use it in coffee or tea? Do you use it in Coffee or tea. Fantastic. Okay. Coffee or tea. Brilliant. Yeah. How did this change habits in England? How did that change the way people acted in England itself, Miquito? Brilliant. They had tea parties, didn’t they? And they actually changed their whole houses because of this. They built tea rooms where they could invite their friends over. Isaac? And then go to the cafes. Good. And what would they what what would they discuss, do you think? Not sure? It’s actually really interesting this. So the men would go to cafes, fantastic, drink coffee with sugar in it, brilliant, because they didn’t like the taste. They would discuss something and it led to a whole new learning emerging in society. Cokie? Business? Not business actually. John? Probably business. Possibly problems but it was actually Kenta? Where the sugar came from? How did they got it? Where the sugar came from? How did they got it? Where the sugar well unfortunately they’re not talking about where the sugar came from. Maybe they should have been, which we’ll think about in a second, but they’re actually talking about science for the first time. So coffee and sugar became much more accessible to to people. So therefore, who in society is able to go to the cafes, the coffee shops? So sugar and coffee. We’re growing lots of sugar. It’s becoming much cheaper. It’s much more, therefore, accessible. So now who can buy these cups of coffee, Eileen? Could it could be it could be peasants, couldn’t it, at the bottom? So we don’t really have peasants anymore, but we might have people we call, working class or or some poorer people in society. Fantastic. Therefore, what’s changing do you think in terms of knowledge and understanding? What’s changing in our society? So suddenly people can’t all pay to go to school. K? We don’t have free education. We don’t have compulsory education where everyone has to go to school. But because of the coffee shops, what’s changing in terms of knowledge in society? Have a think for ten seconds, try and work it out, and then I’ll ask. Who wants to have a go? Emma? Fantastic. And that’s all happened because of sugar. Isn’t that interesting? Right. Very, very, very quickly, I said, to Kenta’s point, they should have been thinking about where that sugar came from. Why did I say that? Why did I say that, Marco? Because they have slaves raking up plantations. Right. Brilliant. The only way they were able to make this sugar at such a cheap price was because they had slaves in plantations. Isn’t it fantastic? Right. We’re going to be looking at a bit more detail at, some of those consequences of plantations in a second. But my final question to you is this, on the board I have put some words, some really tricky and challenging words, some of them. But what I’d like you to do is think about why I’ve put three different color groups. Okay? So I’m going to give you thirty seconds, person next to you. Can you just talk about why I’ve grouped them as I have? Okay. What do we think? George? Blue is, like, perhaps a denomination. Good. But that is, like, people, like, don’t, like, support, Fantastic. I really like how you said mainstream there. Brilliant. And green is to do with like slaves and the new world. Okay. Fantastic. Just quickly, why do these three why do these three mean the same thing? We’ve talked about the blue the blue ones, the denominations. What do these three words mean? George told us they were about people who don’t follow mainstream religion but what’s what’s a heretic? What’s a non why when would I use heretic versus when would I use versus when would I use non conformist for example? Emma? A heretic is just someone who is considered to follow. Okay. Good. And who would use that word though? Someone who was criticising them. Yeah. Good. So maybe someone in The person who follows the main religion. Good. Someone who was in a role of power. Yeah. A non conformist, who might use that word? Non conformist. If you’re not conforming, conforming, conform, what does conforming mean? To conform? To conform? To conform? Tiger? Conforming. Yeah. So who might use the word nonconformist? Is that as critical as heretic? No. No. So you might even describe yourself as a nonconformist. Okay. And dissenter, to dissent. To dissent. Does anyone know that one? Dragon? Sorry. To deny. Yeah. To deny. To to be different. Fantastic. Okay. Good. And, just quickly, who remembers what the zong was? The zong, Mary? They and what happened to the slaves? They were, like, taken for, like, to get sold. So they were being taken? Yeah. Yeah. Good. And Isaac, what happens to them? Yep, good, we’re getting there, so we’ve got the ship taking slaves, it’s it’s infamous isn’t it infamous, famous for for a bad reason because of money. What happens? What happens? Ruri? Over a hundred years later, they were like drowned. They they were thrown overboard and they died. Why did they do that? Just to get money? Yes. It’s about money to get money, Mihanna? Because they didn’t have enough water supply. Good. They’re running out of water. So so why would they throw people overboard, Nanami? So they can throw them over the fence. Right. Fantastic. Does anyone remember the name of the lawyer who fought for the case of the Zong? I’ll give you a clue. Gustave. Gustave. Gustave. Gustave. Gustave. Gustave. Gustave. Gustave. Gustave. Gustave. Gustave. Gustave. K? Gustave. Right. Granville Sharp is what we would call what? Someone who fights against slavery. Kenta? Abolitionist. He’s an abolitionist. And this brings me to our source task. Okay? So this this the bottom of your sheet, you’ve got a source in front of you. Right. I’m gonna give you thirty seconds to have a look at that sauce. Okay? And then we’re gonna have a think about what we think is going on. So you’re gonna need to look at the the image and you’re gonna have to have a look at the the provenance or the description underneath. Yes. Mhmm. Is the person that they’re, like, on the page, like, is that the father of Elizabeth? Yes. So that’s the king. And those just four years? They’re the princess, the mother, the sister. Yeah. Which one is the This is the king. Mhmm. And these are just the mother and the sisters. K? Yes. Is this before, two Elizabeth, but not like they came and the mother? After. After? Yeah. It’s a different Elizabeth. I know it’s the same name. It’s a bit confusing. Mhmm. But different Elizabeth. Okay? How many well, we’ve only had two Elizabeths that have been monarchs, queens, but this is the daughter of a king. So therefore, they’re a princess. But they never became a a queen. Why didn’t they ever become a queen? Right. Here’s a word we learned in year seven. Who remembers it? England follows England follows a system of what in terms of inheritance? It’s not the hierarchy. Nikita? No. Poki? I’ll give you a clue. No. It’s it’s another it’s another word beginning with p. It’s about inheritance. Okay. England follows what we call primogeniture. We did. Because we looked at Cokie Cokie, we looked at the, crusades. Good. And how lots of second sons weren’t inheriting land, were they? So they were moving to the to the holy land. Right. Anyway, let’s move on. What do we think this source is all about? Is it difficult? It’s challenging? I chose it on purpose, okay, because I wanted to challenge you. Any ideas? Let’s just think about what we can see. Okay? So source work. Start with what we can see. We’re not thinking about inference. We’re thinking about what we can see. Mary, tell me what you can see. They’re having, like, a tea party. Yep. So we’ve got tea drinking. Good. What else can we see? Kenta. At the bottom, it says the gradual evolution. So I’m like, well, I flip on the on the picture. Oh, here? Yeah. Okay. And what do you think what’s that telling you? Okay. So it might be something to do with the abolition of slavery. I would probably also pick up on this word, gradual. Gradual means what? If something is gradual Sarah? Like, Like, slowly. Slow. Good. Right? Any other thoughts? What else is going on here? Alyssa? Someone’s holding a weight. Someone’s holding a ah. Yes. She’s holding some scales, isn’t she? Why is she holding scales? What’s she doing with those scales? Eileen? Measuring the sugar. She’s measuring the sugar. Why she she’s measuring the sugar. There are two reasons, looking at this, from a historian’s perspective, she might be measuring sugar. Okay? Let’s see if we can get both of them, Ruri. Is it because you don’t want to know what you don’t want to know because it could be better, we can just speak to Okay. So maybe that’s that’s the third option. She’s just looking for the perfect sweetness. Yeah? Third option, perfect sweetness. John? She doesn’t want to let her heart feel guilty about the colds upstairs. Okay. So possibly it’s about guilt. What might be the other reason why someone is measuring out sugar? Emma? Unhealthy. Yes. That’s I’m gonna merge that with Ruri’s point. Okay? Perfect sweetness, perfect level of unhealthiness. Sarah? Making sure fairness. Gosh. Okay. Here’s a fourth option. We could be we could be looking at fairness. Miquito? Okay. It could be a metaphor, couldn’t it, about sugar versus slaves. It’s a really good idea. Come back so that when we think about inference. Okay? Yeah. Excellent. John? Yes. Yes. Okay. Okay. I’ll tell you. Oh, no. Right. It could be about cost, couldn’t it? Yeah? Now we’re gonna work out which one’s right because that’s what historians do. So how can we infer from everything we’ve got here that it’s very likely to be this reason and not this reason? Dragon? Good. Brilliant. Yeah. We can attach Context. It’s like they might have, like, feelings for that stage. Brilliant. We can attach some context. That’s a really good point. Isaac? At the bottom it says we At the bottom it says we need to think about the false beliefs and how people that are just in order will get these resources. Fantastic. So more context. Brilliant. Really good reading of the source there. Eileen? Why why might we infer these are wealthy people? Why might we we infer these are wealthy people, wealthy people? Koki? They’re fancy clothes. They’re wearing fancy clothes? Right. We’ve got two pieces of language, haven’t we? References to roles or titles within the monarchy, princess and queen. So this could even be a royal family. So do you think a royal family are weighing out their sugar? Yes. No. No. No. Not for profit. Right. What’s going on then? If this is about guilt, k. Maquito’s mentioned the metaphor of the scales and thinking about value. That’s a really good starting point. Okay. What’s going on in this in this sauce? What are they actually considering here as they sit and drink their tea in their tea party? Koki? Right. I’m really glad you’ve said that, okay? Because when we look at sources, there is one more thing we’re looking for. This is more of a GCSE thing. Does anyone know a word also beginning with s that we might use to describe a sarcastic source? Yes. I don’t mean like a bottle of ketchup that starts speaking to you. It’s a rubbish joke. Okay. We call them What’s sarcastic? Oh, sarcastic. Someone someone help us. Someone help us. So that’s a really good example. Ruri? It’s kind of like you’re kind of joking. Yeah. But like like what you said, like if you get zero percent and your friend says, oh, that’s the best score. Obviously, the friend’s joking because you’ve got the lowest score in the class. So It’s like saying something that’s wrong to make a joke out of it. Okay? Yeah? Right. We can describe a source as being satire or Oh, yes. Satirical. Okay? This is really high level terminology. Well done. Okay? So this could be a satirical comment on slavery, or it could refer to the fact that these people are genuinely starting to maybe question a little bit what’s going on. Why might people start questioning slavery? What kind of media or events might start making people question this? Dragon? Do you like dissociative abolitionists by the first? So possibly the work of abolitionists, yeah. Could be the work of abolitionists, Kenta? Newspaper. Such as what? What what are they publishing? They’d be read, like, the Zong. Right. They might have read about the Zong. Okay. That’s gonna shock you, isn’t it, if you read that? And you might start questioning the morality of this. Good. I think this is a bit of both. I think it is ironic. I think it is sarcastic. I think it is satirical. I also think it’s showing us about something that some wealthy people started to do when they stopped eating sugar. What’s it called if you purposefully don’t go somewhere or you don’t eat something or drink something? John? A boycott. A boycott. You might also go on a diet, dragon. Yes. You could boycott sugar and also go on a diet, couldn’t you? Right. Anyway, Ruri. There’s a question. Did they have like flour, like, in the Are you wondering if they made cakes? Because that, like, you know those two things on the plate, those are pancakes. Yes. I think they did have flour. Yes. Okay. Yes. Right. Do you think boycotting sugar is a good way to stop slavery? No. Talk for thirty seconds to each other. Why? Is boycotting sugar a good way to stop slavery? I want to know why. Will it stop slavery for sugar? Alright, Year eight. What do we think? Put your hand up. Who thinks that some rich people, like the royal family, deciding they’re gonna sit around their table and have a bit less sugar in their tea is going to stop slavery? Cokie? You think yes? Oh, no. No. No. Does anyone think this is a good strategy? No. No. It’s a majority. Ah, interesting. If everybody were to do it, then yes. Okay? Collective action. Great point. Do you think people were committed enough? No. No. No. Okay. So, essentially, having a boycott is only gonna work if we are collectively collective about it, and lots of us do it. Yeah? Otherwise, it’s gonna have a very limited impact. Okay? So we’re gonna move on in our next lesson by looking at some of the other strategies of the abolitionists. Who can tell me the name of an abolitionist we’ve covered today? You know his name, Marco? Graham Butcher. Well done. He is a so now remember what job he does. He worked on the the Zong, so that might give you a clue. George? He was a Oh, no. Doctor. No? He’s a doctor. He’s not a doctor. Hikari? I’m not a lawyer. He’s a lawyer. Well done. So he’s a lawyer. There are some other very important abolitionists that we’re gonna also be looking at who did different things to try and stop slavery. Okay? What I would like you to do before next lesson is go away and research one abolitionist. I’m not even gonna tell you their names. Okay? That is up to you. You go. You you find someone. You, come in next lesson with some understanding that you can share with us about your one abolitionist. Alright? Any questions? No. Okay. Okay. No. I mean this time period. Okay? So there are four of the most famous ones who I believe will probably come up if you were to to do some research into this. Eileen? Yes. I think make some notes. Okay? Let’s look for about half half a side of a four. Okay? Nanami? You work in Paris? No. Isaac? In our booklet or no? In your booklet. Okay. Okay? Right. We’re finished for today. So could you pack your things away and then stand behind our chairs?