History KS3: Government
This video is part of a series of short animations to help students understand first order concepts commonly encountered in KS3 history.
After defining the term ‘government’, the video explains how governments manage a country and how they raise and spend taxes. It describes three different forms of government – monarchy, democracy and dictatorship. It also outlines the differences in the responsibilities of local and federal governments compared to central governments. It reminds students to think about the term 'government' and what it means in the context of the period of history they are studying.
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:
- The development of Church, state and society in Medieval Britain 1066-1509
- The development of Church, state and society in Britain 1509-1745
- Ideas, political power, industry and empire: Britain, 1745-1901
- Challenges for Britain, Europe and the wider world 1901 to the present day
The video can be used for whole class instruction and with smaller groups and individuals.
Since the video is designed to help clarify the different forms that government can take, the clip can be used as a tool to help learners make connections and think about changes and causation leading to similarity and difference across time periods.
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 to aid progression.
Points for discussion Accompanying videos on Parliament and Suffrage might be helpful for students wishing to broaden their knowledge.
Individually or in groups, students could try to predict the video content in advance, drawing up a key word list and, whilst watching, cross check what they thought would come up with what they learned. This could help to correct false preconceptions, assumptions or misconceptions.
The video could be preparatory work, with students encouraged to watch and generate questions before a sequence of learning.
Students could watch the video and then later ‘write the script’ or provide a voice over, recalling information from memory by way of retrieval practice.
Students could actively watch the video whilst answering a series of questions generated by the teacher which have been tailored to the period under study.
Students could be encouraged to draw a diagram to represent the different systems of government and their associated machinery.
This short film is relevant for teaching History at KS3 in England, Wales and Northern Ireland and 3rd Level in Scotland.