Chapter 1 Slavery

• Geschiedenis
• Middelbare school
• vwo
• Leerjaar 2

Slavernij

Last lesson

Phase 1: Group Work (3-4 students)

1. Why did many Europeans consider slavery acceptable in the 17th and 18th centuries? What arguments did they use to justify it?
2. What were the main reasons for the Netherlands to participate in the transatlantic slave trade?
3. How did slavery in the Dutch colonies in the West (e.g., Suriname, Curaçao) differ from slavery in the East (e.g., the Dutch East Indies)?
4. What role did the VOC and WIC play in slavery and the slave trade? How did this impact the Dutch economy?
5. How did enslaved people resist their oppression? What were some of the ways they expressed their identity and culture despite harsh conditions?

Phase 2: Pair Work

1. How did the Dutch government and society benefit from slavery?
2. What were the conditions like for enslaved people working on plantations in Suriname or the East Indies?
3. Why was escaping from slavery so difficult? How did enslaved people try to escape, and what were the risks?
4. What was the significance of Tula’s rebellion in Curaçao? What does this event tell us about resistance against slavery?
5. Why did some slave owners free enslaved people before the official abolition of slavery?

Phase 3: Individual Work

1. What is the most important reason why the Netherlands should or should not take responsibility for its role in slavery today? Explain your opinion.
2. How does the history of slavery still affect society today? Give at least one concrete example.
3. Why is it important to learn about slavery in history lessons? What can we learn from it?
4. If you had lived during the time of slavery, what do you think your opinion on it would have been? Explain your reasoning.
5. In 2022, the Dutch government apologized for its role in slavery. In your opinion, was this apology enough, or should further action be taken?

Learning goals for CH1

• Students understand the concept of slavery.
• Students can give multiple examples of slavery throughout history.
• Students understand why the slave trade of the WIC was different as slavery seen before.

Antiquity

Slaves

• Slavery was very normal in Roman society. 
• You could become slave because your land was conquered by the Romans
• Or because your parents were slaves.
• There were many slaves in Rome
• Of the million citizens, about 400.000(!) were slaves

Two young slaves. The left one is carrying water and towels. The right one a basket with flowers.

Middle Ages 

Feudalism and the Manorial system

VOC and WIC

Triangular trade

• Slaves
  
• Plantation crops (sugar, cotton and tobacco)
  
• Manufactured goods
  

Working on your own

• Read chapter 1 up to 'Dutch slave trade'.
• Note down for each sub-paragraph the most important part.
• Done?
• Make exercises 1 up to 6.

Life in slavery

What would life in slavery be like?

"In the shoes of ..."

"In the shoes of ..."

• Students gain insight into the daily life of an enslaved person on a plantation in Curaçao by empathizing and making choices.
• Supplies:

1. Short scenarios (e.g. on cards or projection)
2. Pen and paper for notes

"In the shoes of ..."

• Sit in groups of 3 to 4
• You will have to step in the shoes of an enslaved person
• Each group gets a scenario card describing a day in the life of an enslaved person on the plantation.
• Each group briefly writes down what they would do in the scenario and writes down their choice and feelings.

Discussion and Reflection

• How did this activity help you understand the life of an enslaved person?
• On your own reflect on the difficulties these people had to endure daily and how they might have felt in that situation.

Working on your own

Make questions 1 up to 12 of chapter 1