Expanding a Global Vision

Use the DVD “Slave Routes: A Global Vision” to facilitate a class exploration of the many stories and experiences of enslavement. The DVD tells the broad story of the Transatlantic Slave Trade. This industry of enslavement connected and forever changed families, communities, and countries.  Each community has unique experiences of slavery.  As you are watching the DVD, keep in mind that time, budget, and other constraints limited the telling of this complex history.

 Essential questions: What information was new to you? How many Africans were enslaved as part of the TST? What were some of the many contributions from enslaved Africans?  What questions does the film provoke? What elements are missing from the narrative? How might we find further information to answer these questions?

Activities

Activity: Ask the learners to try on the role of filmmaker. If you were making another segment of the film that centered on your community, what stories would you tell?  What message would you convey? 

Twinning ideas: Consider collaborating with another TST school to share ‘your’ episode of the film. Think about including primary documents and interviewing experts. Exchange episodes. As a class, write a response to your partner school’s segment.  Did you find any similarities / differences? What did you learn about the other community? What new questions do you have about enslavement?

  • Activity with Technology
    Create a digital presentation (e.g. PowerPoint) or short film to tell your local story.
  • Classical Activity
    Create and mail a local episode packet. Include drawings and interview transcripts.

Examples

National TST workshop organised in Cuba

National Workshop on the TST on the topic of “Contribution of African culture to Cuban society”, the Pedagogical University of Santa Clara, Cuba 

A two day multidisplinary national workshop on the TST was organised on the 24th and 25th of March 2011 at the Vocational Institute of Exact Sciences, of the Pedagogical University of Santa Clara, to discuss the work of participating institutions in the international TST project. The hosts were joined by the Faculty of Childhood Education of the University of Pedagogical Sciences, of Villa Clara; the Mártires de la Familia Romero Secondary School, of Villa Clara; the Alfonso Pérez Isaac Matanzas Vocational School of Art, of Fomento; the Rubén Bravo Secondary School, of Habana; the Guillermo Tomás Conservatory, of Habana; and the Julio A. Mella Pinar Secondary School, of Pinar del Río.  

The workshop was framed by a conference on “The legacy of African culture in central Cuba”, and a panel discussion on ”Slavery: a problem of the past and the present”. While the former emphasised the slave trade’s contribution to shaping the modern world – notably modern Cuba – through culture, religion and language, the latter highlighted the continued existence of slavery in the world, both as a form of exploitation and as a complex and international issue.  

The work conducted on the TST by each participating institution was discussed by a representative from each school, who presented individual examples of work done by students. As the latter were primary, secondary, graduate and conservatory students, the activities conducted and the outputs obtained were rich and diverse. 

The participating institutions were very diverse in terms of the levels and types of education delivered, and in the curricular outcomes sought in addressing the TST. This diversity made the workshop a unique forum to discuss and compare their respective experiences, findings, and contributions to the international network of schools working on the TST, of which they are all members.

How to link the TST with worldviews and religions at a Spanish ASPnet school

This I.E.S. Francisco Giner de los Ríos’s TST project was aimed at 40 fourth-year-secondary and first-year-baccalaureate students.

Within the framework of this project, the TST was linked with a global vision of freedom through classical history, political theory, and philosophical and religious views. The link between religion and slavery was studied in the following religions: Hinduism, Jainism, Buddhism, Judaism, Christianity and Islam. In addition, the life and works of world famous philosophers, authors, thinkers, and Nobel Prize winners were studied, for instance those of Immanuel Kant, Hannah Arendt, Martin Luther King, Henry Dunant and Nelson Mandela. Students worked, individually or in groups, on their research assignments using material from historical, artistic, digital, graphical, and video sources.  

After building the basis for comprehension of TST and its links in the modern world, group works allowed for the debating a series of questions on related themes: “What are the situations in which killing, torture, and abuse occur, in our society and in the world?”, “In which situations occur do exploitation, theft and bribery occur in our societies?”, “What may be situations in which humiliation and degradation are being used?”.   

All activities aimed at informing the students of the links between TST and current global issues, both in terms of its origins and of its consequences, and that slavery is contrary to humanist and universal values, purported not only by modern human rights law and celebrated historical figures but also by classical religions. 

Back to top