Primary 1 - 3 Part 1
Rationale
Within the context of national commemoration of abolition of slavery
200 years ago, this RO event intends to tell the story of one slave
and enable pupils to sense the feelings of the character in this story
Title
Equiano Early years
Stage
Primary 1 - 3
Aim
To enable pupils to explore the feelings of a slave
Objectives
Pupils will be able to state the facts of Equiano’s early years
At the end of this pupils will have experienced a changed quality of
awareness, and appreciation of values
Link with 5-14 or ACfE
Confident Individuals: be self aware
Is this part of a series
Yes 1 of 3
Introduction
Explain how people can show bad behaviour and bully others to
make them do their work. This is not right
Stimulus/ stimuli
Story sack containing sun, pineapple, rope, chains, image of sailing
ship, money, stones. (story told based on chapters 1 to 3 of
Equiano’s book)
Guided Reflection
Throughout by eliciting responses about feelings
Response
Examples could be:
Drawing of how Equiano felt during voyage.
Discussion of issues in circle time
Evaluation (a)
Evidence of pupil’s work
Evaluation (b)
Discussion within RO team
Evaluation (c)
Presenters will be aware if the pupils are being attentive and
involved
Primary 1 - 3 Part 2
Rationale
Within the context of national commemoration of abolition of slavery
200, years ago, this RO event intends to tell the story of one slave
and enable pupils to sense the feelings of the character in this story
Title
Equiano middle years
Stage
Primary 1 - 3
Aim
To enable pupils to explore the feelings of a slave
Objectives
Pupils will be able to state the facts of Equiano’s middle years
At the end of this pupils will have experienced a changed quality of
awareness, and appreciation of values
Link with 5-14 or ACfE
Confident Individuals: be self aware
Is this part of a series
Yes 2 of 3
Introduction
Explain that even in the midst of difficult circumstances there is hope
and we can learn new things about ourselves and others
Stimulus/ stimuli
Story sack containing: image of sailing ship, small quantity of bread
and water, small fish, image of snow, book, pencil, cannon, (story
told based on chapters 4 & 5 of Equiano’s book)
Guided Reflection
Throughout by eliciting responses about feelings
Response
Examples could be:
Creating a shipboard menu
Drawing of how Equiano felt when his security was threatened.
Discussion in circle time of how we cope with difficulties and how we
help others who are having a difficult time
Evaluation (a)
Evidence of pupil’s work
Evidence of changed behaviour
Evaluation (b)
Discussion within RO team
Evaluation (c)
Presenters will be aware if the pupils are being attentive and
involved
Primary 1 - 3 Part 3
Rationale
Within the context of national commemoration of abolition of slavery
200, years ago, this RO event intends to tell the story of one slave
and enable pupils to sense the feelings of the character in this story
Title
Equiano later years
Stage
Primary 1 - 3
Aim
To enable pupils to explore how someone feels who might want to
stand up for others
Objectives
Pupils will be able to state the facts of Equiano’s later years
At the end of this pupils will have experience challenge, and
appreciation of values
Link with 5-14 or ACfE
Confident Individuals: be self aware
Is this part of a series
Yes 3 of 3
Introduction
Explain that it is a good thing to stand up for those who can’t stand
up for themselves
Stimulus/ stimuli
Story sack containing: chains, map/ globe, money, bible, letter to
Queen (chapters 6 – 12 of Equiano’s book.)
Guided Reflection
Throughout by eliciting responses about feelings
Response
Examples could be
Drawing of Equiano writing to the Queen.
Writing individual or class letter to Queen/ First Minister/ Prime
Minister on an issue that the class has discussed and thinks
important.
Creating a story using a black hero/ heroine
Find and explore other stories where individuals stand up for the
rights of others, often at personal cost, e.g.

The story of Esther, possibly alternative telling in the
Veggietales
version
(more
info
from
http://www.bigidea.com/)

Martyrdom of Guru Tegh Bahadur Sahib, the ninth Sikh Guru
(see appendix 1)

The Easter story and the sacrifice of Jesus Christ
Evaluation (a)
Evidence of pupil’s work
Evidence of changed behaviour amongst pupils
Evaluation (b)
Discussion within RO team
Evaluation ( c)
Presenters will be aware if the pupils are being attentive and
involved
P 4 – 7 Robert Wedderburn part 1
Contrasting Parents
Rationale
Within the context of national commemoration of abolition of slavery
200, years ago, this RO event intends to tell the story of one man
and enable pupils to sense the feelings of the character in this story
Title
Life of Robert Wedderburn
Stage
Primary 4 - 7
Aim
To enable pupils to consider the effect that brutality or bullying has
on people, to consider issues of violence against women, or to
explore issues of the bullied becoming bullies.
Objectives
Pupils will be able to retell the facts of Robert Wedderburn’s life as
told so far
At the end of this pupils will have experienced challenge
Link with 5-14 or ACfE
Responsible Citizens
Is this part of a series
Yes. Part 1
Introduction
Choices.
Stimulus/ stimuli
Tell the story of Robert Wedderburn part 1: background, the story of
his father James
Guided Reflection
Exploring the issues in circle time.
Response
Possible research on the effects of children who were brought up in
Bosnia or Rwanda to inform discussion. Use of artwork/ written
piece to express this
The story of a day in a pupil’s life where he/she has been selfish.
Link with the parable told by Jesus of the ungrateful steward
(Matthew 18: 21-35)
Evaluation (a)
evidence of pupil’s work
Evaluation (b)
Discussion within RO team
Evaluation (c )
Presenters will be aware if the pupils are being attentive and
involved
P 4 – 7 Robert Wedderburn part 2
Rationale
Within the context of national commemoration of abolition of slavery
200, years ago, this RO event intends to tell the story of one son of a
black slave and enable pupils to sense the feelings of the character
in this story
Title
Life of Robert Wedderburn
Stage
Primary 4 - 7
Aim
To enable pupils to explore how someone feels and reacts who has
been falsely accused of doing something wrong, or when someone
who is important to them is falsely accused.
Objectives
Pupils will be able to retell the facts of Robert Wedderburn’s life as
told so far
At the end of this pupils will have experienced challenge
Link with 5-14 or ACfE
Responsible Citizens
Is this part of a series
Yes
Introduction
Possible use of video clip from a version of the life of Christ where he
is falsely accused and faces the wrath of the crowd.
Stimulus/ stimuli
Tell the story
Guided Reflection
Opening up the issues in circle time
Response
Create a story or drama told from three perspectives, the accuser,
the accused and the onlooker to a relevant classroom situation.
Evaluation (a)
evidence of pupil’s work
Evaluation (b)
Discussion within RO team
Evaluation ( c)
Presenters will be aware if the pupils are being attentive and
involved
P 4 – 7 Robert Wedderburn part 3
Rationale
Within the context of national commemoration of abolition of slavery
200, years ago, this RO event intends to tell the story of one slave
and enable pupils to sense the feelings of the character in this story
Title
Life of Robert Wedderburn
Stage
Primary 4 - 7
Aim
To explore choices that are made which have consequences
Objectives
At the end of this pupils will have experienced challenge
Pupils will be able to state the facts of Robert Wedderburn’s life
Link with 5-14 or ACfE
Responsible Citizens
Is this part of a series
Yes
Introduction
Story of Jamie Oliver who chose to spend every weekend as a
teenager in his father’s kitchen while others were playing football.
We have choices to make that affect the lives of ourselves and
others.
Stimulus/ stimuli
Tell the story
Guided Reflection
Explore why James and Robert acted the way they did during the
meeting. Then consider how Robert & James felt at the end of that
afternoon. What choices could they have made? Could it have been
different?
Response
Devise a flow chart of the choices that were made and could have
been made at Inveresk Lodge. Draw one for a situation that the
pupil faces.
Create a PowerPoint of images that tell the story of Robert
Wedderburn.
Link with the parable told by Jesus in Luke 11: 5 – 13 of if a son asks
for a fish would a father give him a snake?
Evaluation (a)
evidence of pupil’s work
Evaluation (b)
Discussion within RO team
Evaluation (c)
Presenters will be aware if the pupils are being attentive and
involved
S 1 - 4 Peter Williamson
Rationale
Within the context of national commemoration of abolition of slavery
200, years ago, this RO event intends to tell the story of one slave
and enable pupils to sense the feelings of the character in this story
Title
Life of Peter Williamson
Stage
Secondary 1 - 4
Aim
To enable pupils to explore how someone feels who has been
enslaved and relate to current events
Objectives
Pupils will be able to state the facts of Peter Williamson’s life
At the end of this pupils will have experienced challenge
Link with 5-14 or ACfE
Responsible Citizens
Is this part of a series
No
Introduction
Explain video.
Stimulus/ stimuli
Video of Peter Williamson’s life
Guided Reflection
By the video
Response
A variety of responses are suitable, art work, written work,
involvement in campaigns to stop modern forms of slavery, e.g.
could include Fair Trade, class action in form of letters on a
particular issue.
Evaluation (a)
Evidence of pupil’s work
Evaluation (b)
Review of event by RO team in school.
Evaluation (c)
Use of focus groups to assess engagement and participation
S 1 – 4 The Scottish Response 1
Rationale
Within the context of national commemoration of abolition of slavery
200, years ago, this RO event intends to present the actions of one
anti-slavery campaigner and enable pupils to sense the feelings of
the character in this story
Title
The Skater
Stage
S1-4
Aim
To enable pupils to explore how someone feels who campaigns
against an accepted wrong
Objectives
Pupils will be able to state what Robert Walker’s did and the context
of his life
At the end of this pupils will have experienced challenge
Link with 5-14 or ACfE
Responsible Citizens
Is this part of a series
1 of 2
Introduction
Question of how much we know and can learn about people from
their pictures.
Stimulus/ stimuli
Picture of Robert Walker
Guided Reflection
Encourage pupils to consider what kind of man is shown in the
picture, his life, his relative wealth in a time of poverty and ask why
he would have begun a campaign to stop something that few
believed was wrong.
Response
A variety of responses are suitable, art work, written work,
involvement in campaigns to stop modern forms of slavery
(see resource section of the website)
Evaluation (a)
evidence of pupil’s work
Evaluation (b)
Review of event by RO team
Evaluation ( c)
Use of focus groups to assess engagement and participation
The Scottish response 2:
Case of David Spens
Rationale
Within the context of national commemoration of abolition of slavery 200, years ago,
this RO event intends to present the actions of those involved in a campaign and
enable pupils to sense the feelings of the community in this story
Title
The Miners
Stage
Secondary 1 - 4
Aim
To enable pupils to explore how a community can help someone who is discriminated
against
Objectives
Pupils will be able to state the context and issues of the court case against David
Spens. At the end of this pupils will have experienced challenge
Link with
ACfE
5-14
or
Responsible Citizens
Part of a series?
2 of 2
Introduction
One of a variety of clips of contemporary film images such as Jakob the Liar;
Schindler’s List, or School of Rock which show examples of standing up against
injustice
Stimulus/ stimuli
The
story
of
David
Spens
http://www.nas.gov.uk/about/101006.asp
Guided Reflection
Response
-
source:
National
Archives
Extract from Iain White’s book: Scotland and the Abolition of Black Slavery found at
http://heritage.scotsman.com/people.cfm?id=851472006
Explore the issues of whether or not you would help someone is guilty under an
unjust law. Would you work with others to do this
A variety of responses are suitable, art work, written work, involvement in campaigns
to stop modern forms of slavery and repatriation of asylum seekers.
Research
into
the
case
of
Sakchai
Makao
http://thescotsman.scotsman.com/index.cfm?id=907572006
of
Shetland
Research into the Glasgow Girls from Drumchapel who protested against the
deportation of Agnesa Murselaj. Link with Show Racism the Red Card.
http://www.theredcardscotland.org/news/2006/october/01_oct_glasgow_girls.html.
Research
into
work
of
http://www.irr.org.uk/sad/index.html
Schools
Against
Deportations
Research into Jewish history and attitudes to the sojourner or “alien” as described in
Deuteronomy
Evaluation (a)
Evidence of pupil’s work
Evaluation (b)
Review of event by RO team
Evaluation (c)
Use of focus groups to assess engagement and participation