Harewood House

National Curriculum

Key Stage 3

"Ideas, political power, industry and empire: Britain, 1745-1901'

• Non-statutory examples including Britain’s transatlantic slave trade: its effects and its eventual abolition

A local history study

• a study over time, testing how far sites in their locality reflect aspects of national history

Name the house.

1. Harewood House
2. Newby Hall
3. Bramham Park
4. Burton Constable Hall

Gage learners' familiarity with local historic sites

Encourage discussion of their experiences with sites e.g. when did they visit, with whom, why, what was their experience etc. 

Stately Homes

LO: to reflect on current knowledge and understanding of stately homes in Britain and the role they playing in making public history.

What do you think of when you see/hear of stately homes?

What associations does it have for you?

What periods of history do you associate with them?

What role do you think they play in history-making? 

Who are they for? Whose stories do they tell?

1/3 of National Trust Properties were built using wealth  acquired from the slave trade.

26 of 33 English Heritage properties studied were found to have some connection to the slave trade.

Harewood House was built using wealth acquired in the slave trade. 

 

Extra reading

National Trust report: https://nt.global.ssl.fastly.net/documents/colionialism-and-historic-slavery-report.pdf

English Heritage report:

https://historicengland.org.uk/images-books/publications/slavery-and-british-country-house/slavery-british-country-house-web/

Whose home is it? 

Whose history is it?

LO: To read a family tree and begin to think critically about belonging and ownership.

Engage with direct questioning, ensuring pupils can read family tree accurately.

Harewood Estate land was purchased by Henry Lascelles using wealth made in the slave trade.

Henry's first documented involvement in the trade came in 1713, when he and two fellow traders shipped 100 slaves from Barbados on the Carracoe Merchant.

LO: to begin to develop a chronological understanding of Harewood.

Encourage pupils to activate prior knowledge through open and closed questioning e.g. about slave ships, Barbados etc. 

The remaining foundation stone of the family's fortunes in the Caribbean was laid in 1714 or 1715, when Henry became Collector of Customs for the port of Bridgetown.

 Edward succeeded him in this position around 1730. The post was lucrative and allegations were made against Edward of corruption which led to temporary suspension from the post.

Highlight new/ subject specific vocabulary e.g. lucrative, allegations, corruption, suspension.

Ensure all pupils understand these terms and can use them in their own sentences.

The estate was bought in 1738 and the House was started in 1759. 

The house was finished in 1771.

Encourage some artistic analysis here. 

What architectural features can you identify?

What values/messages do these designs suggest?

Encourage pupils to explore who designed and built Harewood House. Can they make links to other works?

Whose stories should Harewood tell?
Explain your ideas.

Encourage pupils to be aware of their changing views. 

Return to opening mind map if necessary to revisit previous ideas and experiences.

National Curriculum- Developing Historial Enquiry skills

They should understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed.

Harewood House- Defenders of slavery?

'Slavery, Family, and Gentry Capitalism in the British Atlantic: The World of the Lascelles, 1648-1834'. Jennifer L Anderson in

The Journal of Economic History; Santa Clara Vol. 67, Iss. 4, (Dec 2007).

"In 1786, Edwin Lascelles supported the publication of an influential treatise on plantation management. As the absentee proprietor of numerous West Indian plantations, he wanted to blunt abolitionist criticism by ameliorating slaves’ living conditions. Almost 50 years later, his successor, Henry Lascelles, speaking before an August gathering of London

bankers, merchants, and plantation owners, insisted that “a progressive state of improvement” had been achieved." (p1079-1081)

Use of sources

National Curriculum KS3 Historical Enquiry Skills

They should understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed. 

To what extent does this source indicate the Lascelles were defenders of slavery?

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Warm-up source analysis skills

Ensure pupils discuss provenance of source

Ensure pupils critically analyse contents of source

Encourage pupils to reference other sources/lack of sources in their answers

Encourage pupils to apply their understanding of context

Group task

Write a short group report detailing the provenance, purpose and impact of Mac Collins' work The Radical Act of Respect.

Encourage pupils to take effective notes from the video

Ensure plan including paragraphs and key points is made collaboratively

Encourage delegation and clear roles within group working to develop life skills

Develop a specific line of enquiry about Harewood. What question would you like answered?

LO: to develop appropriate lines of enquiry 

Ahead of class trip to Harewood House, pupils will have considered their own line of enquiry. They will be responsible for exploring this on the visit and writing an essay about it at the end of the unit of work.

National Curriculum KS3 History

They should pursue historically valid enquiries including some they have framed themselves, and create

relevant, structured and evidentially supported accounts in response

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How confident do you feel about your line of enquiry?

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