Scheme of Work: British Empire Year 8

Transcription

1 Scheme of Work: British Year 8 Aim: To ensure students have an understanding of the origins, organisation, and purpose of the British. Citizenship Links: To consider how power and conflict were used in society; to consider how the lives of people were changed by the empire; to assess how the changes are still embedded in our society today. Level 4: To be able to describe the impact of the British ; to be able to use key words; to be able to write coherent sentences Level 5: To be able to explain the impact and organisation of the British, to be able to use key words, to be able to use evidence from sources in explanation. Level 6: To be able to evaluate the impact of the British and explain their conclusion; to be able to use key words; to be able to use evidence in their explanation and assess its reliability. Where this unit fits in: This unit helps students to understand the impact of the Industrial Revolution, by showing how trade and money opened up international links and aided Britain to rise in status to an international power. It also demonstrates how relations between countries have changed. Key words:, ruler, ruled, trade, power, conflict End of unit assessment: Students will complete two assessments in this unit, both focusing upon source work and use of evidence. They will have writing frames and reference to key words to assist them. Contribution to SMSC: Interpretation: Consideration of how power can be used Empathy: Consideration of how changes can be implemented to people's benefit or not Synthesis: Consideration of how the use of power and changes were implemented to bring into existence a regime's rise and decline. Resources: Powerpoints, role play cards, differentiated worksheets, maps, video clips, group work, pair work.

2 Links to Future Learning: Students can go no to think critically about the role of international powers To consider how far countries should go in aiding/assisting others To consider how the economy is based upon trade Examine how cultural/religious mores have spread around the world To think about the role of conflict in the world To consider the prejudices that arose as a result of the the idea of the native Literacy every lesson contains an opportunity for literacy. This is in the form of PEE paragraphs, key words, sentence starters.

3 Scheme of Work: Rise of the British Year Group: Year 8 No. Lesson Title/Aim (Key Questions) 1. What were the origins of the British? Learning Objectives (Learning about / Learning from) 4 to describe the origins of the British 5 to explain how Britain benefitted from the British 6 to consider the positive and negative impact of Lesson Content- teaching activities Use of AFL Starter where do they come from? Show students pictures of 6 celebrities, and ask them to consider which countries they come from. Then ask what links these people together. Answer all come from countries which were part of the British. Explain what an is, choosing a definition appropriate for the class. Next Qs to the class: Why do you think Britain would want an? Discuss and then give feedback! Extension: What would be a NEGATIVE reason for wanting an? After class discussion, students are to begin main task. This is an independent learning task they can work in pairs/groups at teacher discretion. This could take two lessons, it is at the discretion of the teacher to choose how to chunk this. There are differentiated sheets for HA/LA. Resources Ppt, worksheets, information sheets 2 Stars/ 1Wish 4 to describe the origins of the British 5 to explain how Britain benefitted from the British 6 to consider the positive and negative impact of Curriculum Links LEA / Citizenship links Geography, trade and countries can they identify them on a map? RE what was the cultural impact of the? How did people s religions/way of life change? Literacy being able to write coherent paragraphs and use information to express ideas confidently in oracy. Media/ICT Links Use the information sheet on the British to complete the following on your A3 work sheet: You must colour in and label the map for all the land controlled by the British. (middle of the sheet) Colour in the colonies section for land controlled by the British & the rest of the world using different colours for each. (top right of the sheet) Colour in the imperialism section for population of the empire and rest of the world using different colours for each. (bottom left of the sheet) Fill in the key land and population facts with information you think is important. (middle of the sheet) Fill in the resources and trade for what Britain Key words

4 gained from these areas. (left hand side of sheet) Describe why Britain wanted an empire. Ext explain the positive and negative effects of empire. AfL peer assessment get your partner to check your answers. Plenary AfL what was the British?

5 2. Why did the British grow? 4 to describe facts about the growth of the 5 to explain using several reasons why the British grew 6 to be able to prioritise reasons why the British wanted a large Starter- How do you think Britain could take over other countries and build an? Write down one answer Extn: What do you think would be the most effective method? Next show students the slide of Land, trade, power. In pairs, they are to discuss how these would have benefitted the British and link this to why would they have wanted a large? Next in pairs, students are going to go through the information and match the statement with the group in the grid. They will be self assessing their answers with a filled in sheet after ten minutes. (AfL) Application after completing the grid, students will be creating a PEE paragraph to explain why the British grew, and what was the most important reason for it growing. Ppt, pee paragraph sentence starters 2 Stars/1 Wish 4 to describe facts about the growth of the 5 to explain using several reasons why the British grew 6 to be able to prioritise reasons why the British wanted a large AfL peer assessment. Swap and 2 Stars and 1 Wish. Plenary what can you say about the following three words: Land, trade, power?

6 3. What did the rulers think of the British? 4 to be able to explain a positive and negative point about the rulers; 5 to be able to explain positive and negative roles of the rulers; 6 to be able to to be able to categorise the roles the rulers played in empire and to begin to review what those being ruled might have thought of the empire. Starter show students the cartoon of the lion on the ppt, as well as issuing the source grid sheets questions are graduated from Describe the source to what guesses can I make about the source to what questions can I ask the source? Students can work in pairs to discuss ideas and feedback. Next class discussion: What do you think the RULERS of the thought? Do you think they WANTED an? What do you think their MOTIVES were? Using the information, fill in the tables Money and, War and, Religion and, Rulers and, Women and. Consider these questions: Put the name of the person in the correct column. 2. Explain what their attitude to having an empire was did they benefit or not? 3. Explain if their actions were good or bad. Plenary hot seating think of a question to ask an ruler. What can they tell you about it? Ppt, worksheets, group work 2 Stars/1 Wish 4 to be able to explain a positive and negative point about the rulers; 5 to be able to explain positive and negative roles of the rulers; 6 to be able to to be able to categorise the roles the rulers played in empire and to begin to review what those being ruled might have thought of the empire.

7 4. What attitude did the ruled have to the British? 4- to be able to describe the attitude of one person ruled by the British 5 to be able to compare the experiences of people who were ruled by the British 6 to able to evaluate the positive and negative impact of on people. Starter - What did the following people think about empire? William Beckford? Ms Mary Calvert? Lord Dalhouise? Which category would you put them in? MONEY, WOMEN, WAR, RELIGION OR RULER? Next if you were a Zulu about to be ruled by the British how would you feel? Source packs, group works, dialogue sheets 2 Stars/1 Wish Group work students are to be given a pack of sources giving the views of people who were ruled by the British. They need to discuss and sort their views into the following categories: Money and War and Religion and Women and Rulers and Extn what were the positive and negative aspects of being ruled? Next split the class into two halves. 4- to be able to describe the attitude of one person ruled by the British 5 to be able to compare the experiences of people who were ruled by the British 6 to able to evaluate the positive and negative impact of on people Some will be in role as someone who was a RULER and therefore thought the empire was good. Others will be in role as someone who was RULED by the empire and therefore might have thought it was bad. Write a speech in which you present your arguments for or against the empire. AfL peer assessment Plenary what was good and bad about the British empire?

8 5. How did Britain portray the? 4 to be able to describe how Britain portrayed the 5 to be able to explain how Britain portrayed the 6 to evaluate the impact of how Britain portrayed the Starter show the students the picture of the Christmas pudding (you can use a little cheap one if you wish!!) and ask how this might be a good advertisement for the British. Think, pair, share! Answer show students the list of ingredients. Explain how all of them were imports from the British. Next the British Government had to convince the British people that an was a good idea. WHY do you think they had to do this? HOW do you think they could do it? Think, pair, share! 2 Stars/1 Wish 4 to be able to describe how Britain portrayed the 5 to be able to explain how Britain portrayed the 6 to evaluate the impact of how Britain portrayed the Instructions to students: You will be working in small groups on sheets You will be given a pack of evidence numbered 1, 2, 3 or 4. You need to assess how Britain was portrayed, and then feedback to the rest of the group. PEE paragraph how did Britain portray the, and in what ways? Students need to use evidence to support their answers. Level 6 consider the impact of how Britain portrayed the. Did it make a difference or not? AfL peer assessment. Plenary: How did Britain present the?

9 6. Was the a Good or Bad thing for India? 4 Describe the good and bad things the did for India; 5 Explain how the did good and things for India 6 Evaluate how the was seen as doing good and bad things Starter show students the cartoon. What does it tell you about the British? Students are to consider and then give feedback. Next two HL questions: Explain what the cartoon shows. Then do you think this source was drawn by someone who supported the? Do you think its reliable? Discussion point what good things could an do for a country? What bad things could it do? Students are to think,pair, share. Next distribute statement cards. Students need to seperate them into good and bad things that the did for India. AfL- peer assessment. Compare your answers to your partners. Level 6 evaluate. Which do you think had the most impact either positively or negatively on India? 2 Stars/1 Wish 4 Describe the good and bad things the did for India; 5 Explain how the did good and things for India 6 Evaluate how the was seen as doing good and bad things Next newspaper article. Students need to decide if they think the was a good or bad thing, and then argue in favour of it. They need to use evidence to support their points. Afl Peer assessment. Swap papers and peer mark. Plenary what was the impact on India?

10 7. What was the impact on Africa? 4 describe a reason why the British left Africa 5 explain how the British left Africa 6 Evaluate if the impact on Africa was positive or negative, and make a decision why they left it. Starter show students the picture. What does this tell you about the British and Africa? Does it give a positive or negative view? Next Distribute a list of reasons why the British left Africa. Students are to look at the countries cards, and decide which reasons match up with them. Next- evaluation. Using the statements about what Britain did to Africa, decide if the British had a positive or negative impact on the colony. PEE paragraph imagine you are writing a letter to the Government, explaining why the British are leaving Africa. 2 Stars/1 Wish 4 describe a reason why the British left Africa 5 explain how the British left Africa 6 Evaluate if the impact on Africa was positive or negative, and make a decision why they left it. AfL peer assessment What do you think Africa was like after the British left? Plenary what was the impact on Africa?

11 8. Why did the British collapse? 4 Describe two reasons why the British collapsed 5 explain why the British collapsed, and use evidence to support your answer 6 Evaluate why the British collapsed. Starter why do you think the British finished? Students can think, pair, share and swap ideas. Then, they can feedback with at least one answer per pair. Next students have a list of statement as to why the British left. They have to look at the timeline and match the statements to the timeline. PEE why did the collapse? Students are to use the information and knowledge they have, and write their own PEE paragraph explaining why. To get Level 6, they need to evaluate and explain. Next write your own true or false quiz in teams. Students are then going to test each other in the class on their knowledge of the British. 2 Stars/1 Wish 4 Describe two reasons why the British collapsed 5 explain why the British collapsed, and use evidence to support your answer 6 Evaluate why the British collapsed. Plenary why did the British lose the?

12 9. How did a small country rule a quarter of the Globe? 4- describe the reasons why Britain had a large 5 explain the reasons why Britain had a large 6 Evaluate the most important reasons why Britain had a large Starter show the students the poster about. What does it tell you about how the British managed to rule three quarters of the Globe? Next give students the source cards. They need to read them in groups and use the information to answer the following questions: 1. How did Britain take over countries? 2. How did Britain help those countries? 3. How did Britain maintain control? If students have opposing views, encourage them to discuss it and give examples to support. Next PEE paragraph. Write an explanation of how Britain managed to maintain control of three quarters of the globe. Consider what the most important reason is. Remember to use evidence to support to a Level 6. Plenary why did Britain get control of three quarters of the Globe? Discuss and take feedback.

13 10 Assessment Assessment is a source based essay focusing on the question how important is the British?

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