Tour of the International Slavery Museum

Key stage 2 workshop

For more than 400 years the transatlantic slave trade was responsible for the forced migration of over 12 million children and adults from Africa to the Americas. Despite being forcibly removed from their homes and having their identities and culture ripped away, enslaved African people and their descendants have had the bravery and courage to resist and persist.

This guided tour introduces students to fundamental aspects of transatlantic slavery, Liverpool’s involvement in the trade, and its impact on the lives of those involved. 

Please note that this is only suitable for Year 5 and 6 pupils.

Workshop details

During this tour pupils will encounter incredible artefacts and artworks that will deepen their understanding of the local and global impact of transatlantic slavery.

Pupils will be provided with a brief induction, discussing terminology, misconceptions, and a code of conduct to help prepare them before encountering challenging exhibits within the museum.

The tour will explore significant themes such as:

  • West African cultural history
  • Forced migration
  • Plantation life
  • Abolition

This unique learning experience illustrates the massive impact of transatlantic slavery on the world and the ways it continues to impact our lives today.

Pupils will gain a better understanding of diversity and difference, the process and fight for change, difficulties faced by those experiencing racism, and relationships between different groups of people.

The tour also provides an opportunity for pupils to explore their own identities, and gain an understanding of the current social challenges like those highlighted by Black Lives Matter.

Practical information for your visit

Visiting the International Slavery Museum - information for groups (pdf)

Image © Gareth Jones

Curriculum links

Philosophy for children

  • Recognise the need to show awareness of the listener when discussing challenging subjects, by explaining ideas, listening carefully and responding with appropriateness
  • Understand how the past has been interpreted and represented in different ways by different people
  • Improve children’s rigorous, critical and creative thinking 

Geography

  • Human geography. Explore economic activity including trade links and the distribution of resources.

History

  • Students are encouraged to ask perceptive questions and think critically, weigh evidence, sift arguments and develop judgements
  • Help increase coherent knowledge and understanding of Britain’s past and that of the wider world
  • Increase understanding of the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time
  • Understand the connections between local, regional, national and international history, as well as between political, economic and social history 

Fundamental British Values

  • Build an understanding of respect, tolerance and freedom, as well as individual and collective responsibilities to protecting fundamental rights
  •  Enable students to contribute to a more welcoming, tolerant and inclusive environment 

Learning outcomes

Knowledge and understanding

Pupils will:

  • Understand the significance of the transatlantic slave trade and its impact on today’s society
  • Recognise some of the key features of culture and life in West Africa prior to the arrival of Europeans to the continent and the start of transatlantic slavery
  • Be introduced to Black role models and celebrate their achievements and excellence 

Skills

Pupils will:

  • Use historical terms and concepts in a sophisticated and empathetic way
  • Identify significant events, make connections and draw contrasts
  • Analyse primary sources, including reliability and bias 

Concepts

Pupils will be:

  • Be introduced to artefacts in a museum context and as primary sources of investigation
  • Recognise cause and consequence 

Attitudes

Pupils will:

  • Increase confidence in identifying and challenging racism
  • Have an increased understanding and respect for differences and diversity
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