Y8 T3.1 History Assessment Revision Sheet
Chapter 1: American War of Independence................................................................................................1
1.1 Causes of the War of Independence.....................................................................................................1
Chapter 2: Arguments Used to Defend Slavery.......................................................................................... 2
Chapter 3: Triangular Trade..................................................................................................................... 3
3.1 Overview........................................................................................................................................... 3
3.2 Slave Auctions and Life After Arrival................................................................................................ 4
Chapter 4: Life on the Plantations............................................................................................................ 5
4.1 Daily Routine and Work Timetable....................................................................................................5
4.2 Slave Branding and Roles by Age....................................................................................................... 5
4.3 Punishments......................................................................................................................................6
4.4 Health and Living Conditions........................................................................................................... 6
4.5 Escaping Slavery................................................................................................................................ 6
4.6 Slave Resistance................................................................................................................................ 6
Chapter 5: Abolition of Slavery................................................................................................................ 6
5.1 What is Abolition?.............................................................................................................................6
5.2 Abolitionists and Their Actions......................................................................................................... 7
a) Olaudah Equiano..........................................................................................................................7
b) William Wilberforce.....................................................................................................................7
c) Thomas Clarkson..........................................................................................................................7
d) Josiah Wedgwood......................................................................................................................... 7
5.3 Difficulty for Thomas Clarkson to Abolish the Slave Trade:......................................................... 8
5.5 Abolition Timeline (UK)................................................................................................................... 9
Keywords and Definitions.......................................................................................................................10
​
Please keep this confidential. This is only a guide, please fact-check information given here. Do your own
revision as well.
Chapter 1: American War of Independence
1.1 Causes of the War of Independence
●​ Taxation without Representation:​
The British Parliament imposed taxes on American colonies without allowing colonists to have
representatives in Parliament. This meant colonists were forced to pay taxes they had no say
over, which they saw as unfair and a violation of their rights.​
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○​ Example: The Stamp Act (1765) required colonists to pay taxes on paper goods like
newspapers and legal documents.​
○​ Example: The Townshend Acts (1767) taxed items like tea, glass, and paint. These taxes
led to protests and anger among colonists.​
●​ Boston Tea Party (1773):​
A famous protest where American colonists, dressed as Native Americans, boarded British ships
and dumped an entire shipment of tea into Boston Harbor. This was to protest the Tea Act,
which allowed the British East India Company to sell tea cheaply, undercutting local merchants,
but still taxed the colonists. This event showed colonists’ strong opposition to British taxes and
control.​
●​ Growing American Identity:​
Over time, colonists began to see themselves as different from British people. They created their
own local governments and laws, developed unique cultures, and felt a sense of independence.
This growing identity made British control feel like interference and caused more resistance. The
American colonists also felt like they belonged to America as they were born and raised there. ​
●​ Trade Restrictions:​
Britain controlled colonial trade through laws such as the Navigation Acts. These laws required
colonists to trade only with Britain, limiting their ability to sell goods freely or buy from other
countries, hurting colonial businesses.​
●​ Quartering Act (1765):​
This law required colonists to provide housing and food for British soldiers stationed in America.
Many colonists disliked this because they felt like an occupying army was living in their homes
without consent.
Context:​
After the costly ‘Seven Years’ War’, Britain tried to make colonies pay for their protection and control.
Colonists felt betrayed because they fought alongside Britain in wars but received fewer rights. These
tensions eventually led to the Declaration of Independence in 1776 and the Revolutionary War
(1775-1783).
Chapter 2: Arguments Used to Defend Slavery
●​ Economic Dependence:​
Plantation owners argued their businesses and the economy relied on slaves for cheap and
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forced labor. They claimed that ending slavery would collapse the agriculture industry and hurt
their profits.​
●​ Legality:​
At the time, slavery was legally accepted in many countries, including Britain’s colonies and
America. People argued that since it was law, it was acceptable.​
●​ Religious Justifications:​
Some used religious texts, especially parts of the Bible, to argue that slavery was allowed or
even part of God’s plan. This was used to comfort slave owners and justify keeping slaves.​
●​ Racism:​
Many believed that Africans were inferior to Europeans, which was used to justify slavery as
‘natural’ and necessary.​
●​ African Involvement in Slave Trade:​
Some African leaders and traders captured people from other tribes and sold them to
Europeans. This complicated the morality of the trade since not all blame was on Europeans.​
●​ Slave Labor Was “Cheap”:​
Slave owners saved money by forcing slaves to work without wages, unlike free workers who
demanded pay.
Context:​
These arguments were widespread during the 1700s and early 1800s when slavery was common.
However, these ideas were challenged by abolitionists who fought to end slavery on moral, legal, and
humanitarian grounds.
Chapter 3: Triangular Trade
3.1 Overview
●​ The Triangular Trade was a three-part trade route connecting Europe, Africa, and the Americas
(1600s–1800s).​
●​ First Leg (Britain → Africa):​
In the first leg, the British would manufacture goods like guns, cloth, and alcohol which were
then brought onto their ships and transported to Africa to trade with the warlords for enslaved
Africans.
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○​ Role of African Warlords and Slave Capture:​
African warlords and local rulers played a major role in capturing and supplying slaves.
They raided many houses and used prisoners of war to then sell to European traders at
the coastal forts.​
■​ Example: Olaudah Equiano, a former slave, wrote how he and his sister were
kidnapped as children during a raid in their backyard and marched to the coast.
Many captives, like Equiano, were chained together with wooden neck yolks,
and with their hands tied behind their back walked hundreds of kilometers
under harsh conditions before reaching the slave ships at the coast.​
●​ Second Leg (Middle Passage – Africa → Americas):​
The Middle Passage was a brutal sea journey taken by enslaved Africans from Africa to the
Americas. It was the second leg of the Triangular Trade. Slaves would be forced down to the
lower deck of the ship where it was packed tightly with many other slaves and little air, food,
and space. The ships the British used could only hold up to 400 people but they were fitting
over 600 slaves at once hence the tight conditions. Many people died on their trips to the Middle
Passage as diseases spread really quickly. Due to the restricted space, even if one person got a
cough, everybody in the ship would get it. The ship owners would throw these slaves out of the
ship to prevent disease spread potentially killing everyone below. The trip from Africa to the
Middle Passage would normally last 80 days as it is across the Atlantic Ocean. =​
●​ Third Leg (Americas → Europe):​
In the Americas, enslaved people were sold at auctions. The ships then returned to Europe with
goods grown by slaves (sugar, cotton, tobacco) which would be sold in Britain or other countries
to make profit.​
3.2 Slave Auctions and Life After Arrival
●​ Slaves were inspected from their gums, hair, legs, and body to check for any diseases that might
lower their value. ​
●​ Once completed, they would be sold to plantation owners or families who needed a care-taker.​
●​ Auctions were public events, and buyers chose slaves based on strength, age, and other
physical features.​
●​ People would promote these auctions as they would get some money from the sale of each
slave as well.​
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●​ Once sold, slaves worked long hours on plantations under harsh conditions.​
Context:​
Triangular trade was one of the most profitable trade systems in history but was built on human
suffering. The involvement of African warlords shows slavery wasn’t only driven by Europeans, though
they profited the most. The cruelty of the Middle Passage and slave auctions helped fuel the abolitionist
movement later.
Chapter 4: Life on the Plantations
4.1 Daily Routine and Work Timetable
●​ 5:30 AM: Slaves woke up early and registered with overseers.​
●​ 8:00 AM - 8:15 AM: Short breakfast break; usually simple food like yams or okra.​
●​ Late arrival or slow work led to punishment such as whipping.​
●​ 8:15 AM - 12:00 PM: Working in fields planting, weeding, or harvesting crops such as
sugarcane or tobacco.​
●​ 12:00 PM - 2:00 PM: Rest and eat a simple meal, often salted meat or pickled fish.​
●​ Afternoon: Work continued until sunset; during harvest season, hours were longer.​
●​ 6:00 PM: Slaves slept, often in small, crowded huts.​
4.2 Slave Branding and Roles by Age
●​ Slave owners branded slaves with hot irons to show ownership and discourage escape.​
●​ Young children (around 3-4 years old) did light tasks like weeding.​
●​ Older children (9-12 years old) worked with adults in the fields.​
●​ Elderly or weak slaves performed less physical tasks like cooking or cleaning.​
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4.3 Punishments
●​ Attempts to escape were punished severely, including whipping, shackling, or mutilation.​
●​ Rebellions were met with brutal torture methods like nailing or burning.​
●​ Repeat runaways might lose limbs or wear heavy iron collars.​
4.4 Health and Living Conditions
●​ Poor diet and hard labor led to sickness, weakness, and a low average life expectancy of around
26 years.​
●​ High infant mortality rate due to harsh conditions and poor medical care.​
4.5 Escaping Slavery
●​ The Underground Railroad was a secret network of routes and safe houses that helped slaves
escape to free states or Canada.​
4.6 Slave Resistance
●​ Slaves kept African traditions alive through music, religion, and names.​
●​ Spiritual songs often had hidden messages about escape and freedom.​
●​ Slaves resisted by working slowly, breaking tools, or setting fires, especially in northern states.
Context:​
Plantations were harsh environments designed to control slaves through fear and punishment. However,
slaves found ways to resist and maintain their culture despite brutal conditions.
Chapter 5: Abolition of Slavery
5.1 What is Abolition?
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●​ Abolition means the action of ending or stopping something—especially slavery.​
●​ The Abolition of the Transatlantic Slave Trade refers to the campaign to end the buying,
selling, and transporting of enslaved Africans across the Atlantic Ocean.​
5.2 Abolitionists and Their Actions
a) Olaudah Equiano
●​ A former enslaved African who bought his freedom.​
●​ Wrote a famous autobiography describing his kidnapping, the horrors of the Middle Passage,
and life as a slave.​
●​ His book was widely read and helped many people in Britain understand the cruelty of slavery.​
b) William Wilberforce
●​ A British Member of Parliament.​
●​ Led the fight in Parliament to ban the slave trade.​
●​ Gave many speeches and worked for over 20 years until the Slave Trade Act of 1807 was
passed.​
c) Thomas Clarkson
●​ Travelled around Britain collecting evidence of the cruelty of slavery.​
●​ Interviewed sailors, collected shackles, and created diagrams of slave ships.​
●​ Used this evidence to convince people to join the abolitionist movement.​
d) Josiah Wedgwood
●​ A famous pottery maker and abolitionist.​
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●​ In 1787, he produced over 200,000 pottery medallions showing a kneeling slave in chains with
the phrase:​
“Am I not a man and a brother?”​
●​ These medallions became powerful symbols of the abolition movement and helped change
public opinion.
5.3 Difficulty for Thomas Clarkson to Abolish the Slave Trade:
1.​ Economic Interests​
○​ The slave trade made huge profits for British merchants, shipowners, and plantation
owners.​
○​ Many industries, like sugar and cotton, depended on slave labor.​
2.​ Political Resistance​
○​ Many politicians had personal or financial ties to the slave trade.​
○​ Parliament was slow to act because of these powerful interests.​
3.​ Racism and Social Attitudes​
○​ Many people at the time believed African people were inferior.​
○​ These racist ideas made it harder to convince the public to care.​
4.​ Lack of Public Awareness​
○​ At first, most people in Britain didn’t know how brutal the slave trade was.​
○​ Clarkson had to gather shocking evidence to open people’s eyes.​
5.​ Physical and Personal Challenges​
○​ Clarkson traveled long distances on dangerous roads to collect evidence.​
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○​ He suffered health problems from overwork and stress.​
6.​ Opposition from the Pro-Slavery Lobby​
○​ Powerful groups campaigned against abolition.​
○​ They spread false information to protect their interests.
​
5.4 Religious Campaigners
●​ Many Christians believed slavery was against God’s teachings.​
●​ Groups like the Quakers helped lead early abolitionist campaigns.​
5.5 Abolition Timeline (UK)
Year
Event
1787 -
Society for the Abolition of the Slave Trade founded
1807 -
Slave Trade Act: Banned the transatlantic slave trade in the British Empire
1833 -
Slavery Abolition Act: Freed all slaves in the British Empire
Context:​
The abolition movement combined powerful voices, shocking stories, and clever publicity. Wedgwood’s
medallions turned a moral message into a fashion statement, spreading the idea that slavery was wrong
across all levels of society. The phrase “Am I not a man and a brother?” appealed to both emotion and
religion, making people question whether slavery was compatible with Christian values or human
decency.
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Keywords and Definitions
Keyword
Boston Tea Party
Definition
A 1773 protest where colonists dump
Context to Remember
Showed colonial
British tea into Boston Harbor to
resistance to British
oppose unfair taxation.
laws and pushed
towards
independence.
American
Colonists
People living in Britain’s 13 American
colonies before independence.
Developed a separate
identity leading to the
Revolution.
Quartering Act
Law requiring colonists to house British
soldiers.
Increased tensions by
forcing colonists to
support British
military presence.
Slavery
System where people are owned and
forced to work without pay.
Supported plantation
economies in the
Americas and shaped
world history.
Triangular Trade
Middle Passage
Trade route connecting Europe, Africa,
Fueled the growth of
and the Americas involving goods
slavery and global
and enslaved people.
economic systems.
The dangerous sea journey transporting
A key part of the slave
enslaved Africans to the Americas.
trade known for its
cruelty and death
rates.
Plantation
Large farms producing crops like sugar
Place of brutal work and
or tobacco using slave labor.
strict slave control.
Underground
Secret routes helping slaves escape to
Railroad
freedom in the northern US and
Canada.
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Important form of
resistance and escape.
Y8 T3.1 History Assessment Revision Sheet
Abolition
Movement to end slavery and the slave
trade.
Result of moral, economic,
and legal challenges
to slavery.
Rebellion
Uprising against authority or control.
Risky but important form
of slave resistance.
Branding
Marking slaves with hot irons to show
ownership.
A method to prevent
escape and enforce
control.
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