History KS3: Revolution

A short animation for KS3 students about the meaning of revolution when used in history, covering some significant political and social changes.

After defining the term ‘revolution’, the film describes different reasons why revolutions have occurred in history, using the examples of the French Revolution, the Glorious Revolution, the Industrial Revolution and the current global technological revolution.

This short film could be used to support learners who are investigating:

  • The development of Church, state and society in Britain 1509-1745
  • The causes and events of the civil wars throughout Britain
  • The Interregnum (including Cromwell in Ireland)
  • The Restoration, ‘Glorious Revolution’ and power of Parliament
  • Ideas, political power, industry and empire: Britain, 1745-1901
  • The French Revolutionary wars
  • Britain as the first industrial nation – the impact on society
  • The study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066
  • A study in depth into a significant turning point: for example, the Neolithic Revolution

Teacher Notes

This short film can be used for whole class direct instruction or with smaller groups and individuals.

The film is designed to help define and develop a deeper conceptual understanding of the term 'revolution' in a broad sense.

It can be used as a flexible tool to help learners make connections and think about changes and causation, leading to similarity and difference across time periods and in different countries.

It 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.

The accompanying film in this series on Industrialisation might also be helpful to students wishing to extend their knowledge and understanding.

Suggested activities
Individually or in groups, students could predict what they think will come up in the film, drawing up a key word list and, whilst watching, cross check what they predicted with what they learned. This could help to correct any preconceptions, assumptions or misconceptions.

Students could categorise and make notes on different types of revolution to clarify and consolidate their understanding.

Students could watch the film and then later ‘write the script’ or provide a voice over recalling information from memory by way of retrieval practice in a storyboard style.

Students could answer a set of questions set by the teacher and relating to the period under study, leading to a summarising pyramid to consolidate their understanding of the concept.

Curriculum Notes

This short film is relevant for teaching history at KS3 in England, Wales and Northern Ireland and 3rd Level in Scotland.

More from this series: