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Understanding cause and effect between slavery and Ignatius Sancho

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Learning from lessons 1-3 would be consolidated through an online quiz, the quiz would be completed individually or in pairs. The last question would be completed by children in order for the teacher to understand how children interpret Ignatius Sancho's impact on others or themselves. After completion of the quiz, whole-class feedback would take place and children's viewpoints and understanding would be expanded on.

The presentations would then take place, with groups presenting their news reports to the class, with the use of any additional evidence necessary, such as images or text, to support their argument. The children would conduct peer assessment of each other using the labels (resource 2). The teachers role would be to expand on how children would have demonstrated their understanding of historical concepts and use of historical skills such as characteristic features throughout the presentation and unit. Lastly, children would complete a self-reflection using post-it notes which would act as formative assessment of how learning has progressed thus far.

Note: presentations could extend over two lessons, and the unit could continue for a further three or four weeks to encourage more depth in children's understanding about Ignatius Sancho and the events in the 18th Century, which would support children's overall understanding of chronology.

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Online Quiz about Ignatius Sancho. Available at: https://docs.google.com/forms/d/1V5e4nF2b0V4MwTp6CP9g-PGgF14mD2j_kliI9XwlzX0/edit (Accessed: 17/12/18)

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Ignatius Sancho, 1729 - 1780, writer, symbol of the humanity of Africans, lived and had a grocery shop near this site.
Foreign and Commonwealth Office
Nubian Jak Community Trust
City of Westminster

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Ignatius Sancho, 1729 - 1780, writer, symbol of the humanity of Africans, lived and had a grocery shop near this site. Foreign and Commonwealth Office Nubian Jak Community Trust City of Westminster

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The document below would be expanded to A3 and act as a working document throughout the lessons.

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Mid-unit self-reflection questions using post-it notes:
- What have you learnt so far during this unit?
- What would you like to learn more about?
- How has the life of Ignatius Sancho made an impact on you? If at all?

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Play from 03:00-04:00
This is a clip from BBC Sounds by Professor Gretchen Gerzina who argues that Ignatius Sancho's memorial in London is practically hidden.
Whole video available at: https://www.bbc.co.uk/sounds/play/b07ws0f2 (Accessed: 05/12/18)

Key questions:
- Do you think Ignatius Sancho is valued today?
- Should Ignatius Sancho be remembered for his grocery shop?
- Does Ignatius Sancho deserve a greater memorial?
- Why should Ignatius Sancho be remembered today?

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Britain's Black Past - Ignatius Sancho - BBC Sounds

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Catch up on your favourite BBC radio show from your favourite DJ right here, whenever you like. Listen without limits with BBC Sounds.

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Peer assessment label which would go in children's books. Available at: https://www.twinkl.co.uk/resource/t-m-168--two-stars-and-a-wish-comment-labels-small#login (Accessed: 17/12/18)

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Two Stars and a Wish Comment Labels (Small)

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A useful set of small labels allowing you to effectively feedback on your chidlren's work.

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Lesson 4 - What do we really know about Ignatius Sancho?

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Lesson 4 - What do we really know about Ignatius Sancho?

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Learning objective: To reflect on whether Ignatius Sancho is significantly remembered today.

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The teacher would recap on what was covered last lesson, and elicit children's understanding of evidence and why it is important in understanding figures from the past. Then the video of the Regency Dance to Mungo's Delight would be played, and the aim would be for children to consider the key questions as they watch and briefly afterwards. Therefore, it would be helpful if children had prior knowledge about the 18th Century and culture at that time. Otherwise, the teacher would briefly explore the context of the video, that the dancers are inspired by the Regency Dance, which refers to a variety of dances that took place in the 18th and 19th Centuries , which is the period that 'Mungo's Delight' was composed in.

The video of Juwon Ogungbe's initiative would then be played to further children's understanding of how Ignatius Sancho has greatly impacted one individual, who has used his passion to further inspire children to learn from Ignatius Sancho's musical abilities. Additionally, the teacher would encourage children to reflect on their own opinions of Ignatius Sancho's music. Consequently, the memorial plaque dedicated to Ignatius Sancho would be analysed as a class, and children would gather their understanding of the plaques representation of Ignatius Sancho to those dwelling in London. The teacher would then play the BBC Sounds audio clip to present a challenge to children about whether Ignatius Sancho has truly been remembered through his plaque in Westminster.

Lastly, children would work in pairs or groups of three to construct a performance piece in the form of a news report based on the questions in resource 4. The evidence gathered from lessons 1 and 2 would be used to support viewpoints. The performance would take place in lesson 4.

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This is a plaque situated near where Ignatius Sancho's shop used to be. Available at: https://www.londonremembers.com/memorials/ignatius-sancho-sw1 (15/12/18)

Key questions:
- What are your opinions of the plaque?
- Are there any interesting features that catch your attention?
- How might this plaque represent the significance of Ignatius Sancho to the community?

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A video that looks into the  'Mister Sancho' initiative created and run by Juwon Ogungbe, a musician who has been personally influenced by the compositions of Ignatius Sancho. Available at: https://www.youtube.com/watch?v=PTqKz_Qss5U (Accessed: 08/12/18)

Key questions:
- What do you think of Ignatius Sancho’s music?
- How has Ignatius Sancho's musical talents influenced children and adults today?

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This is a video of a group of dancers performing one of Ignatius Sancho’s songs ‘Mungo’s Delight’. and can be used to support children’s understanding of Regency dance and the influence of Ignatius Sancho’s music in present day. Available at: https://www.youtube.com/watch?v=tCsZgnpyev4&index=5&list=PLd_IG49PKiUQIsBAuY3Z6nYN3dpje9byx&t=35s (Accessed: 14/12/18)

Key questions:
- What groups of people may have danced to Ignatius Sancho's compositions?
- What was the purpose of Ignatius Sancho's compositions in the 18th Century?

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The word document contains excerpts from Ignatius Sancho's Biography. The text can be found at: https://chevalierdesaintgeorges.homestead.com/Sancho.html (Accessed: 14/12/18)

Key questions:
- What were the implications of Ignatius Sancho's experience at Montagu House?
- What challenges may Ignatius Sancho have faced as a black shop keeper in the 18th Century?
-How might Ignatius Sancho have inspired black slaves in his lifetime?

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Ignatius Sancho’s career development and achievements.

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Understanding cause and effect between slavery and Ignatius Sancho

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Lesson 3 - Are Ignatius Sancho's achievements significant today?

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Lesson 3 - Are Ignatius Sancho's achievements significant today?

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Learning objective: To analyse how Ignatius Sancho is memorialised in the present day.

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The teacher would recap on previous learning about Ignatius Sancho and what children know about him thus far. Then children would examine the biography excerpt by considering how the evidence has impacted their understanding of his success - such as being the first black man to vote in Britain. Additionally, the teacher and children would explore the depiction that Ignatius Sancho sold goods produced by slaves, and children would consider whether they agree or disagree with Ignatius Sancho's approach to making business, or how Ignatius Sancho has been represented, and the reasons for this.

Afterward, the teacher would introduced children to Laurence Sterne and his correspondence with Ignatius Sancho. Then, children would examine Sancho's letter to Sterne in pairs, and use the key questions as a stimulus for discussion highlight about what the letter presents. Following feedback, children would consider the similarities and differences between the information that is provided by persons other than Sancho in his biography, and the information that Sancho detailed in the letter (historical interpretation).

The main writing activity would involve children using the two sources of evidence to consider the cause and effect relationship between how slavery (cause) affected Ignatius Sancho's life directly (effect), in his attitudes, ambitions, and passions. This would be a continuation from lesson 1 where children would have written keywords from the plaque that represented Ignatius Sancho's identity. For this reason, the same sheet of paper would be used, to show progression in children's ability to select appropriate and valid evidence about Ignatius Sancho.

Sensitivity- the derogatory word in resource three should be censored and children should be reminded of the rules associated with talk and how viewpoints are articulated and listened to.

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The British Library site provides information on the letters of Ignatius Sancho, and his correspondence and Laurence Sterne. Available at: https://www.bl.uk/collection-items/first-edition-of-the-letters-of-the-late-ignatius-sancho-an-african-1782 (Accessed: 17/12/18)

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Description

This book of Ignatius Sancho's wise, warm and witty letters was the first published correspondence by a writer of African descent. It was printed in 1782, two years after Sancho's death, and it became a powerful tool in the campaign to end slavery.

According to Joseph Jekyll's 1782 biography, Sancho was born on a slave ship around 1729, and brought to England as an orphan. He managed to secure the help of the noble Montagu family, and, after working in their household, he became a shopkeeper and accomplished writer and composer.

Wide-ranging friendships

These letters reveal Sancho's friendships with people from all social circles, from noblewomen to artists, actors, authors and servants. He shares family gossip and momentous political news; he critiques books, plays and artworks; he mentors other servants and aspiring writers; he condemns the slave trade and defends the enslaved poet Phillis Wheatley; and he charms prominent people with his self-effacing humour and Christian stoicism.

Proof of racial equality

The letters were edited by Sancho's correspondent Frances Crewe, with the aim of 'shewing that an untutored African may possess abilities equal to an European'. Crewe used the profits to support Sancho's 'worthy family', selling the book by subscription to over 1,200 people. Sancho's widow Anne received more than £500, including the booksellers' fee for the second edition.

The preface and frontispiece

Crewe insists that none of the letters were written 'with a view to publication'. She collected and edited them, at times hiding people's names, cutting out small sections and also misdating some letters. Her book includes Joseph Jekyll's biography of Sancho, and Francesco Bartolozzi's engraved portrait based on Thomas Gainsborough's painting.

Letter XV: Sancho's shop and growing family

On 1 November 1773, Sancho writes to 'Mrs H' expressing his excitement about opening his grocery shop on Charles Street in Westminster. Having only 'scanty' money, he plans to start small, selling 'tea, snuff, and sugar'. He also announces that 'Mrs Sancho is in the straw' - she has just had a baby, their 'fifth wench' named Kitty. Despite his financial worries, he insists 'the more children, the more blessings'.

Letter XXXV: Asking Laurence Sterne to write about slavery

On 21 July 1766, Sancho approaches Laurence Sterne, one of his favourite authors, having been touched by Sterne's sermon denouncing slavery. Describing himself as 'one of those people whom the vulgar ... call " Negurs"', Sancho outlines his life story. He says his 'chief pleasure has been books', and declares he 'would walk ten miles ... to shake hands' with Sterne's much-loved character Uncle Toby from Tristram Shandy. Sancho then implores Sterne to give more 'attention to slavery', suggesting that the 'subject, handled in your striking manner, would ease the yoke (perhaps) of many'. Sterne replied on 27 July, and the two struck up a friendship. When their correspondence was published in a posthumous edition of Sterne's Letters (1775), it made Sancho famous.

Letter XLVIII: Being 'gazed at' in Vauxhall Gardens

Sancho often conveys his relish of cultural life in London, but some letters betray the prejudice and challenges faced by his family. On 27 August 1777, he writes to Roger Rush, a clerk at Newmarket racecourse, thanking him for treating his family to a concert in Vauxhall Pleasure Gardens: 'last night - three great girls - a boy - and a fat old fellow - were as happy and pleas'd' as could be. But travelling home, they 'were gazed at - followed, &c. &c. ‒ but not much abused' this time.

Letter XLIX: Playing with words and typography

Often, Sancho's writing is inspired by Sterne's playful style - with dashes, digressions, neologisms and self-reflexive remarks about writing. Here, he admits to John Meheux that gout makes it 'painful to write much ... You see I write, like a lady, from one corner of the paper to the other'. But then an ink blot distracts him: 'confound the ink! what a blot!'. The ink is depicted in print by a small black blob, a little like one of the squiggles or black pages in Sterne's Tristram Shandy.

Volume 2, Letter LXVII: Report on the Gordon Riots

Between 6 and 9 June 1780, Sancho wrote a series of letters about the violent anti-Catholic Gordon Riots. This was the worst civil disorder in English history, prompted by the Papists Act of 1778 which lifted some discriminatory laws against Catholics. From his shop, Sancho witnessed 'the cruel and ridiculous confusion' of the crowd, and he comments ironically on the 'worse than Negro barbarity of the populace; - the burnings and devastations of each night'.

[1] Sancho refers to Sterne's 'Sermon X' on 'Job's Account of the Shortness and Troubles of Life, Considered' in The Sermons of Mr. Yorick (London, 1760), Vol. 2, pp. 98‒99.

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First edition of the Letters of the late Ignatius Sancho, an African, 1782

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This book of Ignatius Sancho's wise, warm and witty letters was the first published correspondence by a writer of African descent. It was printed in 1782, two years after Sancho's death, and it became a powerful tool in the campaign to end slavery.

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Below is the transcript of Ignatius Sancho's letter to Laurence Sterne. Available at: https://chevalierdesaintgeorges.homestead.com/Sancho.html (Accessed: 14/12/18)
The typewritten manuscripts of his letter to Laurence Sterne are available at:  https://www.bl.uk/collection-items/first-edition-of-the-letters-of-the-late-ignatius-sancho-an-african-1782 (Accessed: 14/12/18)

Key questions:
- For what reason did Ignatius Sancho write to Laurence Sterne?
- What does this letter tell us about Ignatius Sancho's views on slavery?
- Can you identify one significant point that is raised by Ignatius Sancho and why it is significant?
- What impact could this letter have had on people's attitudes towards slavery when it was publicised?

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Lesson 2 - What does the evidence tell us about Ignatius Sancho's life? 

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Lesson 2 - What does the evidence tell us about Ignatius Sancho's life? 

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Learning objectives: To examine the similarities and differences between evidence.
To consider the effects that slavery had on Ignatius Sancho's life.

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The north front of Montagu House and Gardens. Engraving by James Simon, 1714 (Hillier, 2017).

Available at: https://blog.britishmuseum.org/montagu-house-the-first-british-museum/ (Accessed: 14/12/18)

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Images would be used to introduce the person of Ignatius Sancho to children. Firstly, children would discuss their thoughts about who he may have been, based on the characteristic features of the image, such as his clothing and hairstyle. Prior learning about the Georgian era would be beneficial for children's understanding, however, this can be explained by the teacher.

The teacher would use the image of the plaque at Montagu House and engraving of Montagu House to develop children's understanding of the opportunities that Ignatius Sancho had, and his privileges as a freed slave. The teacher would also expand on the  purposes of Ignatius Sancho's relationship with the Montagu House. Children would then discuss their thoughts about the memorial, and how the characteristic features, such as the date it was erected, and the inscription of Ignatius Sancho suggests about how significant people view Ignatius Sancho's to be in History.

Additionally, children would select keywords from the plaque that describe Ignatius Sancho thus far and use the Cause and Effect mind map to reflect on the challenges he may have faced being a freed slave in 18th Century Britain. Lastly, children would compose questions relating to further information they would like to explore concerning Ignatius Sancho or the era that he lived in, this would be consolidated in subsequent lessons.

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ignatius sancho memorial at montague house

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A memorial at Montague House for Ignatius Sancho - Erected on 15/6/2007.
Inscription: Ignatius Sancho, c1729 - 1780, African man of letters, composer and opponent of slavery, born on a slave ship he was encouraged to educate himself by John 2nd Duke of Montagu and served as the butler to the Duchess here in Montague House.’
Available at: https://www.londonremembers.com/memorials/ignatius-sancho-se3 (Accessed: 20/11/18)

Key questions:

- Why is the plaque here?

- What does the plaque tell us about the working life of Ignatius Sancho?

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This is an image of Ignatius Sancho which was painted by Thomas Gainsborough in 1768.
Available at: https://www.bl.uk/collection-items/portrait-of-ignatius-sancho-by-thomas-gainsborough-1768 (Accessed: 06/12/2018)

Key questions:

- What time period is this person pictured in?
- Who might this person be?
- Why might this person be significant?

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Learning objectives: To explore the historical context of Ignatius Sancho’s life.

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This padlet has been created for a Year 5 class to develop historical skills such as investigation and enquiry by exploring the life of Ignatius Sancho, an abolitionist, musician, shopkeeper and family man who lived in Britain in the Georgian era. In relation to the National Curriculum, the History program of study for KS2 does not directly link to the coverage of Ignatius Sancho, however, the content outlined in this padlet should still encourage children to ‘[…] construct informed responses that involve thoughtful selection and organisation of relevant historical information' and '[…] understand how our knowledge of the past is constructed from a range of sources..’ (DfE, 2013: 3). Additionally, the sequence of four lessons provided on this page should develop children’s historical understanding through embedded concepts such as witness, causality and memorial.

Department for Education (2013) History programmes of study: key stages 1 and 2 – National curriculum in England. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239035/PRIMARY_national_curriculum_-_History.pdf (Accessed: 23/10/18)