History KS3: Empire
This video is part of a series of short animations to help students understand first order concepts commonly encountered at KS3 history.
After defining the term ‘empire’, the video outlines the growth and decline of the Roman Empire. It then describes the rise of the British Empire, the foremost global power for over a century, and how it allowed British influence to spread across the globe. The video outlines different perspectives on the legacy of the British Empire, at home and for peoples enslaved or colonised by it. It describes how the British Empire came to an end after World War Two when Britain gave way to new global superpowers.
Illustrative examples are chosen from popular schemes of learning so that learners can confidently apply their knowledge and appreciate the dynamic nature of the concept being explained. This video could be used to support learners investigating:
- Ideas, political power, industry and empire: Britain, 1745-1901
- The development of the British Empire with a depth study (for example, of India)
- Challenges for Britain, Europe and the wider world 1901 to the present day
- Indian independence and end of Empire
- Social, cultural and technological change in post-war British society
- Britain’s place in the world since 1945
- The study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066
- At least one study of a significant society or issue in world history and its interconnections with other world developments
The video can be used for whole class direct instruction or with smaller groups and individuals.
Since the video is designed to help clarify the meaning of empire, the clip can be used as a flexible tool to help learners make connections and think about cause and effect, leading to similarity and difference at different times in various parts of the world.
The video can be revisited throughout the key stage, depending upon learners’ differing needs and starting points, to help reinforce the umbrella term, consolidate knowledge and understanding and aid progression
Points for discussion
Students should be encouraged to think about how different types of historical sources are rigorously used to make historical claims and discern how and why contrasting arguments and interpretations of the past are created. Spatial and temporal differences can be explored.
Accompanying videos (in this series) on Industrialisation, Capitalism and Migration might be helpful to students wishing to extend their knowledge.
Specificaly, students could be helped to understand how we know what we know about the British Empire.
The clip provides an initial stimulus to help unpick different historians' views on empire, and investigate how they arrive at their interpretations. It also provides an opportunity to consider the views of those who may have been marginalised in the past.
Individually or in groups, students could predict the video content, drawing up a key word list and, whilst watching, cross check what they thought they would hear with what they learned.This could help correct any peconceptions, assumptions or misconceptions.*
Students could watch the video and then ‘write the script’ or provide a voice over, recalling information from memory by way of retrieval practice in a ‘storyboard’ style.
Students could actively watch the video whilst completing a ‘plus, minus and interesting’ (PMI) table to assess the positive and negative effects of the British Empire.
This short film is relevant for teaching History at KS3 in England, Wales and Northern Ireland and 3rd Level in Scotland.