Interpretations & Representations Stratford School Academy Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 6 weeks Unit will focus on: pupils explaining how and why Britain gained an empire; understand what India was like before the British took over, examine the invasion of India by studying how trading works and subsequently studying the Battle of Plassey; investigate how the events of 1857-1858 can be interpreted differently and finally identify ways that the British takeover of India could be viewed as a good or bad thing. Pupils will therefore develop their conceptual understanding of historical interpretations as they uncover the legacy of the. Whether or not the interpretation of the events should be Indian Mutiny or War of Independence will be thoroughly examined by pupils and pupils will be directed to reach a judgement regarding this issue. Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences) Interpretations Assessment: Was the British Empire a positive or negative thing? Imagine that Prime Minister David Cameron has banned the teaching of the British Empire in India. Write the Prime Minister a letter explaining whether you support the decision or not. Success Criteria: Must: Say whether you agree with the decision or not & list some good and/or bad points about the Empire Should: Say whether we should study the British Empire; give several reasons why we should or shouldn t study the Empire and back them up with facts and figures; and be structured like a letter and use key terms Could: Meet all the above criteria; use all the correct historical terms; cover both sides of the argument; and explain the needs of modern History students and what you think should be taught about the past. Lesson 7: Assessment I can identify an opinion about an event or person from a source I can identify different opinions about an event or person from more than one source I can describe different opinions about an event or person from more than one source, offering supporting evidence I can describe the strengths and weaknesses of different types of interpretations I can explain why an opinion about an event or person may have been formed, offering a simple explanation I can explain why different opinions about an event or person have been formed, offering a simple explanation I can analyse why different opinions about an event or person have been formed, offering a simple explanation I can analyse why a range of historical interpretations may differ I can analyse the strengths and weaknesses of different historians' interpretations of an event/change I can evaluate in depth the strengths and weaknesses of different historians' interpretations for an event/change I can evaluate the purpose, audience, access to information, content, tone and type of an interpretation or representation I can evaluate the purpose, audience, access to information, content, tone and type of a range interpretations or representations I can evaluate the usefulness of an interpretation by cross-referencing it with other interpretations within the wider historical context I can evaluate historical interpretations of a person/event by challenging previously established ideas Page 1 of 5
I can evaluate historical interpretations of a person/event by challenging previously established idas, and by offering my own interpretation of the person/event Lesson Clear learning intentions Clear success criteria Hook Presentation of content Guided practice Independent practice (homework) Closure 1. How did Britain get an empire? Must: Define the words empire and colonies Should: Explain WHY Britain gained an empire Could: Explain HOW Britain gained an empire Explain the following key words: 1. Empire 2. Mother county 3. Colony Activity 1: Slide 5 + 6 maps of India in 1882 and 1922 Activity 2: Slide 8 Categorisation task Activity 1: Look at Source A. Use the maps to describe changes in the British Empire from 1745 to 1901. Think about the number, size and location of the colonies. Activity 2: There are four reasons why Britain wanted an empire. Can you match each reason with a source B, C, D or E using highlighters? Britain wanted an empire 1. To get valuable raw materials and riches 2. So Britain could sell goods to the colonies and make money 3. To become a more powerful country 4. Because Britain thought it was the right thing to do. Can you answer the key question? Have you met the learning outcomes? Think, pair and share Activity 3: In your own words, explain why Britain wanted an empire. You must use a quotation from Sources B, C, D or E in your answer. Activity 4: Using the sheet, explain how Britain gained the following places: India, Canada, Australia and east coast of America? Page 2 of 5
2. What was India like before the British arrived? Must: Describe what India was like before the British took over Should: Categorise sources into TWO piles: religion and empire Could: Examine why India was such a rich prize for a conquering nation Why were the British so keen to control India? Activity 2: Slide 8 Sources Activity 3: Teacher copy and pupil copy of gap fill Activity 1: Spot the difference task on India past and present Activity 2: Can you categorise Sources B, C, D, E and F into the following categories: 1. World s major religions 2. Mughal Empire Activity 3: Gap fill Create a PowerPoint presentation called What was India like before the British takeover? Include details of India s eventful history and rich culture, and explain why European nations took an interest in it. Thumbs up or down Include text and pictures. Use no more than 100 words and five slides. 3. How was India invaded? Must: Describe and infer from a source Should: Examine how trading works Could: Discover the importance of the Battle of Plassey What can you see in the source? What can you infer from the source? Slide 4 Reading Sheet Activity 1: Comprehension What is a trading station? List the European countries that set up trading stations in India in the 1600s Why do you think these countries were so interested in India? Activity 2: Comprehension What was the East India Company? Explain how the Company gradually took control of most of India Historians identify turning points in history. These are points of great change in history, leaving things different from how they were before. In what way can the Battle of Plassey be viewed as a turning point? Presentation of posters/leaflets in pairs Why was the Battle of Plassey a significant event in Britain s takeover of India? Activity 3: Create your own diagram, poster or leaflet explaining how the British made money from trading with India. Page 3 of 5
4. Part 1: Indian mutiny or war of independence? Must: Define key words such as Sepoys, mutiny, rebellion, and cartridges Should: know the events of 1857-1858 Could: Investigate how the events of 1857-1858 can be interpreted differently Source: Indian Sepoys in the British Army being controlled by a British Army officer 5 W s: Who, what, where, when and why? PowerPoint Activity 1: Create a flow chart using the information below. Activity 2: Draw a diagram using pictures to show what a cartridge is and then write a short explanation Activity 3: Write a PEE paragraph explaining the causes of the 1857 rebellion. You need to include what the British did in January 1857 and why Hindu and Muslim Sepoys objected so strongly! Share your PEE paragraph with your neighbour! 5. Part 2: Indian mutiny or war of independence?. Must: to identify methods of punishment used by the British to punish the Indian rebels Should: Understand how the British changed the way India was governed as a result of the events of 1857 Could: Investigate how the events of 1857-1858 can be interpreted differently Match the key words to the definitions Viceroy: War of independe nce Mutiny: Activity 1: Treasure Sheet Activity 1: Using highlighters and the key below, treasure the key information from this text. Key In what ways did the British punish the Indian rebels? Why do you think the punishments were so brutal? How did the British change the way India was governed as a result of the events of 1857? Activity 2: What is Queen Victoria saying should happen in India? By 1901, had her wishes been carried out? Activity 3: Discussion Based Activity 1. Why do you think British politicians at the time called the events of 1857 the Indian Mutiny? 2. Why do you think Indians today call the same event The First War of Independence? In 2007, the Indian and Pakistani governments celebrated the 150 th anniversary of the Rebellion of 1857 with special events and ceremonies. Research the 150 th anniversary of the 1857 Rebellion/War of Independence and create a leaflet telling the story. Using diary, show green, amber or red for each learning outcome Page 4 of 5
6. Why was India the Jewel in the Crown? Must: To identify correct headings for sources Should: Use sources to analyse British rule in India Could: Understand different ways that the British takeover of India could be viewed as a good and bad thing 2 minutes in pairs, discuss why India was referred to as The Jewel in the Crown Be ready for feedback Activity 1: Source Sheet 1 Activity 1: Source Sheet 2 Slide 5 + 6 Grids Activity 1: Complete the source analysis grid using sources A-I to answer the following questions: How did the British rule India? What was it like for Britons living there? What was it like for Indians? Activity 2: Make two lists, one of all the good things that British rule brought to India and one of all the negative things about British rule. Using no more than 140 characters, write a tweet showing the positives and negatives of British rule. 7. Interpretations Assessment: Was the British Empire a positive or negative thing? Must: Say whether you agree with the decision or not & list some good and/or bad points about the Empire Should: Say whether we should study the British Empire; give several reasons why we should or shouldn t study the Empire and back them up with facts and figures; and be structured like a letter and use key terms Instructions given for test conditions Success Criteria Letter Template The has always been the subject of fierce debate. There have even been calls to ban the teaching of it in schools! Imagine that Prime Minister David Cameron has banned the teaching of the British Empire in India. Write the Prime Minister a letter explaining whether you support the decision or not. Collection of letters Could: Meet all the above criteria; use all the correct historical terms; cover both sides of the argument; and explain the needs of modern History students and what you think should be taught about the past. Page 5 of 5