Thanks to: Key contributors to the History Materials: As an engineer I ve travelled the world widely for business. It s been really eyeopening hearing about other people s perceptions of history and I ve found myself in a few uncomfortable situations in countries like China, Japan, Germany and Iran. I ve learned so much about other countries views of the British and history which are sometimes very different to ours; but it would have been really helpful (and less embarrassing) if I d learned this at school! Peter H., Engineer Lorraine Waterson, Head of History and Politics, Rodillian Academy, Leeds Hayley Ashe, History Teacher, Rodillian Academy, Leeds Richard Baker, Head of History, Lawnswood High School, Leeds Andrew Bennett, Head of History, Allerton Grange High School, Leeds Lydia Jackson, History Teacher, Abbey Grange C of E High School, Leeds Judith Hart, Head of History, Priesthorpe High School, Leeds Rachel Wilde, History Teacher, The Morley Academy, Leeds Lynne Ware, Beckfoot Upper Heaton High School, Bradford Contents Introduction 4 Delivering Spiritual, Moral, Social and Cultural aspects of learning 6-9 Curriculum Review 10-12 Reflection criteria for teachers 13 Quality principles in Global Education 14 Global Learning Teaching Toolkits 15 Other Subject Teachers: Steve Ablett, History Teacher, Dixon s Academy Tom Butterworth, Head of Geography, Priesthorpe High School, Leeds Gill Morley, Priesthorpe High School, Leeds Jane Dickinson, Geography Teacher, The Morley Academy, Leeds Sue Dixon, Head of Art and Design, Benton Park High School, Leeds Rachel Gibson, Head of Geography, Allerton High School, Leeds Michelle Minton, The Morley Academy, Leeds Mat Carmichael, Roundhay High School, Leeds Ian Underwood, Roundhay High School, Leeds Clair Atkins, Head of MFL, Lawnswood High School, Leeds Thanks also for invaluable insights and ideas from: Dr Carl Hilton, Leeds West Indian Centre Olivier Nkunzimana, Advisor and school work co-ordinator, RETAS, Leeds Shahab Adris, MEND, Leeds Diane Maguire, Lecturer in Education, Leeds Trinity University Liz Allum and Barbara Lowe, Reading International Solidarity Centre, Reading Humanities Education Centre, Tower Hamlets, London Special thanks to students from Benton Park High School, Leeds for all the images included in these materials. Users may copy pages from this pack for educational use, but no part may be reproduced for commercial use without prior permission from Leeds DEC. 2 3 All materials are also available to download from: www.globalschools.org.uk/history World Class Teaching Project Global Learning Framework
Introduction Global Learning in History The World-Class Teaching programme aimed to improve teachers capacity to bring Global Learning into the classroom, developing quality teaching and learning materials for their specific subjects, worthy of Ofsted outstanding rating. A recent UNESCO study recognizes that although Global Education in different countries and communities is offered in different ways, it nevertheless has a number of uniting elements. The most important among these is fostering in learners: an attitude supported by an understanding of multiple levels of identity, and the potential for a collective identity which transcends individual, cultural, religious, ethnic or other differences; a deep knowledge of global issues and universal values such as justice, equality, dignity and respect; cognitive skills to think critically, systemically and creatively, including adopting multiple perspectives; an approach that recognizes the different dimensions, perspectives and angles of issues; non-cognitive skills including social skills such as, empathy, conflict resolution and communication; skills and aptitudes for networking and interacting with people of different backgrounds, origins, cultures and perspectives; behavioural capacities to act collaboratively and responsibly to find global solutions for global challenges and to strive for the collective good. From: Global Citizenship Education: Preparing learners for the challenges of the twenty-first century, UNESCO, 2014. Global Education is an education perspective which arises from the fact that contemporary people live and interact in an increasingly globalised world. This makes it crucial for education to give learners the opportunity and competences to reflect and share their own point of view and role within a global, interconnected society, as well as to understand and discuss complex relationships of common social, ecological, political and economic issues, so as to derive new ways of thinking and acting. However, Global Education should not be presented as an approach that we may all accept uncritically, since we already know there are dilemmas, tensions, doubts and different perceptions in an education process when dealing with global issues. There are many definitions of Global Education. The Maastricht Global Education declaration (2002) states: Global Education is education that opens people s eyes and minds to the realities of the globalised world and awakens them to bring about a world of greater justice, equity and Human Rights for all. Global Education is understood to encompass Development Education, Human Rights Education, Education for Sustainability, Education for Peace and Conflict Prevention and Intercultural Education; being the global dimension of Education for Citizenship. (From: Global Education Guidelines: The Council of Europe). The new History curriculum offers a real opportunity for teachers to enhance pupils learning by the integration of a global dimension in their teaching. Global Learning should be seen as a pedagogical approach that is relevant and appropriate to the construction and application of knowledge within a subject. Themes from the World Class Teaching Global Learning Framework such as: Peace and Conflict Resolution; Political Power, Democracy and Human Rights, the Global Economy and International Trade; Migration; and Diversity and Intercultural Relations could be explored through certain elements identified in the programme of study for History. The materials in this handbook provide a sample of ideas from the categories outlined in the National Curriculum. It is hoped that this will model a process of curriculum development which can be applied to other themes and topics and result in Global Learning being systematically embedded in subject teaching. See also: www.globalschools.org.uk/history 4 5
Delivering Spiritual, Moral, Social and Cultural aspects of learning through Global Learning Global Learning provides a great vehicle for delivering SMSC and Values Education. Through subject content which includes a global dimension, students are given many opportunities to engage with controversial issues and take part in stimulating debate about global issues and broaden their understanding of interdependence. It creates opportunities for them to explore their own values and develop critical thinking skills. Global Learning also supports students in identifying and articulating their world view and critically assessing their rationale behind their ideas and assumptions. An expressive and/or creative impulse An ability to think in terms of the whole for example, concepts such as harmony, interdependence, scale, perspective An understanding of feelings and emotions, and their likely impact Each curriculum section included in the Global Learning Teaching Toolkits specifically illustrates links to SMSC and Values, shown both on the Generic Big Ideas Mats and on the Schemes of Learning. What SMSC means for Students: Ofsted s definition of spiritual development includes the development of a non-materialistic, spiritual side to life including: a sense of identity, self-worth, personal insight, development of a pupil s soul or personality or character. What it looks like for students: Spiritual A set of values, principles and beliefs, which may or may not be religious, which inform their perspective on life and their patterns of behaviour Awareness of and understanding of their own and others beliefs Respect for themselves and for others A sense of empathy with others, concern and compassion An increasing ability to reflect and learn from this reflection An ability to show courage and persistence in defence of their aims, values, principles and beliefs Readiness to challenge all that would constrain the human spirit: for example, poverty of aspiration, lack of self-confidence and belief, moral neutrality or indifference, force, fanaticism, aggression, greed, injustice, narrowness of vision, self-interest, sexism, racism and other forms of discrimination Appreciation of the intangible - for example, beauty, truth, love, goodness, order as well as for mystery, paradox and ambiguity Ofsted s definition of moral development includes the development of understanding of moral values that regulate personal behaviour and understanding of society. What it looks like for students: An ability to distinguish right from wrong, based on a knowledge of the moral codes of their own and others cultures 6 7 Respect for insight as well as for knowledge and reason Moral Confidence to act consistently in accordance with their own principles An ability to think through the consequences of their own and others actions Willingness to express their views on ethical issues and personal values An ability to make responsible and reasoned judgements on moral dilemmas Commitment to personal values in areas which are considered right by some and wrong by others A considerate style of life Respect for others needs, interests and feelings, as well as their own Desire to explore their own and others views An understanding of the need to review and reassess their values, codes and principles in the light of experience
Social Cultural Ofsted s definition of social development includes inculcating the skills and attitudes necessary to participate fully and positively in democratic, modern Britain. What it looks like for students: An ability to adjust to a range of social contexts by appropriate and sensitive behaviour Relate well to other people s social skills and personal qualities Work successfully as a member of a group or team Challenge, when necessary and in appropriate ways, the values of a group or wider community Share views and opinions with others and work towards consensus Resolve conflicts and counter forces which militate against inclusion and unity Reflect on their own contribution to society and to the world of work Show respect for people, living things, property and the environment Benefit from advice offered by those in authority or counselling roles Exercise responsibility Appreciate the rights and responsibilities of individuals within the wider social setting Understand how societies function and are organised in structures such as the family, the school and local and wider communities Participate in activities relevant to the community Understand the notion of interdependence in an increasingly complex society Ofsted s definition of cultural development is about students understanding of their own culture and other cultures, being able to operate in the emerging world culture and cope with change, valuing cultural diversity and ultimately preventing racism. This is seen as an essential element of preparation for future lives. What it looks like for students: An ability to recognise and understand their own cultural assumptions and values 8 9 An understanding of the influences which have shaped their own cultural heritage An understanding of the dynamic, evolutionary nature of cultures An ability to appreciate cultural diversity and accord dignity and respect to other people s values and beliefs, thereby challenging racism and valuing race equality Openness to new ideas and a willingness to modify cultural values in the light of experience An ability to use language and understand images/icons for example, in music, art, literature which have significant meaning in a culture Willingness to participate in, and respond to, artistic and cultural enterprises A sense of personal enrichment through encounter with a cultural media and traditions from a range of cultures Regard for the heights of human achievement in all cultures and societies An appreciation of the diversity and interdependence of cultures Addressing British Values through Global Learning in History Global Learning provides a context for exploring and fostering human values with students. British Values are referenced throughout the Global Learning Teaching Toolkits contained in this publication and specific examples from the History Curriculum content explored. British values have been identified by Ofsted as: democracy, the rule of law, individual liberty, mutual respect and tolerance towards those of different faiths and it is expected that schools will focus on, and be able to show how their work with students is effective in embedding British values throughout teaching and learning. Questions might arise such as: What is so British about these values and how are these different to the values of other countries? Are the values today the same as a couple of generations ago? Do they change over time? Is it all based on what happened in the past, the Magna Carta, the fight for votes for women? Who decides what is British, is it the law courts? How does an understanding of historical events help us to consider and reflect on different perspectives and question the assumptions behind them? How can our understanding of History help us to explore our own values and consider issues such as fairness, human rights and tolerance?
Curriculum Review Global Learning opportunities in History teaching have been identified from the national curriculum in the following examples in the Global Learning Teaching Toolkits. The development of Church, state and society in Medieval Britain 1066-1509 This could include: The Norman Conquest Eg. G.L. Opportunity: Was the Norman Conquest significant for the development of the UK-find answers by investigating change and continuity in English life after 1066? Or how did the English and the Normans understand Social Justice at this time? Was William a just king? Were there winners and losers in terms of William s justice system? Christendom, the importance of religion and the Crusades the struggle between Church and crown Magna Carta and the emergence of Parliament Eg. G.L.Opportunity: Is the Magna Carta an example of a government and people taking action to address injustice? the English Reformation and Counter Reformation (Henry VIII to Mary I) the Elizabethan religious settlement and conflict with Catholics (including Scotland, Spain and Ireland) the first colony in America and first contact with India the causes and events of the civil wars throughout Britain the Interregnum (including Cromwell in Ireland) the Restoration, Glorious Revolution and power of Parliament the Act of Union of 1707, the Hanoverian succession and the Jacobite rebellions of 1715 and 1745 society, economy and culture across the period: for example, work and leisure in town and country, religion and superstition in daily life, theatre, art, music and literature Ideas, political power, industry and empire: Britain, 1745-1901 The English campaigns to conquer Wales and Scotland up to 1314 This could include: Society, economy and culture: for example, feudalism, religion in daily life (parishes, monasteries, abbeys), farming, trade and towns (especially the wool trade), art, architecture and literature The Black Death and its social and economic impact The Peasants Revolt The Hundred Years War The Wars of the Roses; Henry VII and attempts to restore stability Eg. G.L. Opportunity: The Peasants Revolt- as an example of Global Citizenship The development of Church, state and society in Britain 1509-1745 This could include: Renaissance and Reformation in Europe Eg. G.L. Opportunity: Italy led the world to renaissance thinking and this cultural change proved pivotal in the creative arts, medicine, science and academia and therefore has 10 had a huge impact on the modern world. In considering and discussing the world today Darwin s On The Origin of Species 11 and how this period changed the future? This could include: the Enlightenment in Europe and Britain, with links back to 17th-Century thinkers and scientists and the founding of the Royal Society Britain s Transatlantic Slave Trade: its effects and its eventual abolition Eg. G.L.Opportunity: The legacy of the Transatlantic Enslavement Trade is here today in Africa, Europe and the Americas and views of Africa today are still affected by perceptions of the SlaveTrade The Seven Years War and The American War of Independence The French Revolutionary wars Britain as the first industrial nation the impact on society Party politics, extension of the franchise and social reform The development of the British Empire Eg. G.L.Opportunity: How did economic and social connections between continents shape the exploitation of natural resources, trade (including the slave trade) political and social relationships? Ireland and Home Rule
Challenges for Britain, Europe and the wider world 1901 to the present day In addition to studying the Holocaust, this could include: Women s suffrage The First World War and the Peace Settlement. Eg. G.L.Opportunity: The way in which a conflict is resolved has important implications for future relationships and can help prevent future conflicts or fuel more conflict The inter-war years: the Great Depression and the rise of dictators The Second World War and the wartime leadership of Winston Churchill Eg. G.L. Opportunity: The loss of political freedom that enabled the persecution and murder of Jews and non-jews considered within the context of Human Rights The creation of the Welfare State Indian independence and end of Empire Social, cultural and technological change in post-war British society Britain s place in the world since 1945 At least one study of a significant society or issue in world history and its Inter-connections with other world developments [for example, Mughal India 1526-1857; China s Qing dynasty 1644-1911; Changing Russian empires c.1800-1989; USA in the 20th Century.] Eg. G.L. Opportunity: Can examples of how great dynasties have evolved contribute to our understanding of interdependence at local, national and international scales? Reflection criteria for teachers Embedding Global Learning in subject teaching In order to facilitate the process of embedding Global Learning in specific topics, teachers are encouraged to use the following questions as a way to orient their thinking around Global Learning. Can this module help us to explore development processes, or help us develop our understanding of development processes? What can we understand about social justice, inequality and power relationships through this module of work? How does this topic contribute to our understanding of interdependence? Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? Can this module help us develop our understanding of human rights, citizenship and democracy? In what ways are we promoting and developing global critical thinking skills through this topic? How are we addressing and fostering values and attitudes? Does this approach (and the subject matter of this topic) help us be aware of active citizenship and participation? It s not necessary for all of the questions to be answered or their concepts to feature in every topic. One History teacher commented, they re useful as they open up possibilities and help you think about your subject in different ways. 12 13 All materials are also available to download from: www.globalschools.org.uk/history
Quality principles in Global Education Global Learning Teaching Toolkits 1. Global Education places emphasis on the interdependencies between global South and global North - it is not limited to the presentation of global problems. Contents 1. Generic Global Learning the Big Ideas Mat; including SMSC and Values 16-17 2. Curriculum Materials 2. Global Education shows global processes in the local perspective, it presents their consequences for everyone, it is not limited to the abstract. 3. Global Education uses up-to-date and factual descriptions of people and places, it does not sustain existing stereotypes. 4. Global Education shows causes and consequences of global processes, it is not limited to facts and statistics. 5. Global education stresses the importance of long-term individual involvement in reaction to global challenges, it does not sustain a sense of helplessness, it is not about fundraising for charities. 6. Global Education respects the dignity of people it speaks about, it does not focus on the negative but rather seeks to represent a balanced picture of their realities. 7. Global Education facilitates critical thinking and supports individuals to develop opinions around global issues, it does not promote one ideology and does not offer quick answers. 8. Global Education promotes understanding and empathy, it does not refer to pity. 9. Global Education allows the people it refers to, to speak for themselves, it does not rely on guesswork and imagination. 10. Global Education uses many diverse teaching and learning methods, it is not limited to didactic teaching. 11. Global Education aims at building knowledge, developing skills and changing attitudes, it is not limited to transferring knowledge. 12. Global Education is learner centred, the learning process starts with the experiences of the learners, it is not exclusively teacher led. A significant society or issue in World History Example: Dynasties 19 Global Learning Overview and the Big Ideas 20-21 Scheme of Learning 22-23 G.L. Reflection Tool 24 Medieval Britain 1066-1509 Examples: Norman Conquest and Magna Carta 25 Global Learning Overview and the Big Ideas: Medieval Britain 26-27 Global Learning the Big Ideas: Magna Carta 28-29 Scheme of Learning: Medieval Britain 30-31 G.L. Reflection Tool: Medieval Britain 32 G.L. Reflection Tool: Magna Carta 33 State and Society 1509-1745 Example: Renaissance 35 Global Learning Overview and the Big Ideas: Renaissance 36-37 Scheme of Learning: Renaissance 38-39 G.L. Reflection Tool: Renaissance 40 Ideas, Political Power, Industry and Empire 1745-1901 Examples: The Trans-Atlantic Enslavement Trade, Empires and the British Empire 41 Global Learning Overview and the Big Ideas: The Trans-Atlantic Enslavement Trade 42-43 Global Learning Overview and the Big Ideas: Empires and the British Empire 44-45 Scheme of Learning: The Trans-Atlantic Enslavement Trade 46-47 Scheme of Learning: Empires 48-49 G.L. Reflection Tool: The Trans-Atlantic Enslavement Trade 50 G.L. Reflection Tool: Empires 51 G.L. Reflection Tool: The British Empire 52 1901-Present day Examples: World War 1 - Recruitment and the Treaty of Versailles; World War 2 - Genocide and the Holocaust; The Welfare State 53 Global Learning the Big Ideas: WW1 54-55 Scheme of Learning: WW1 Recruitment and Propaganda 56-57 G.L. Reflection Tool: WW1 58 Global Learning the Big Ideas: WW2 Genocide and The Holocaust 59-60 Global Learning Overview and the Big Ideas: The Welfare State 61 Scheme of Learning: The Holocaust and The Welfare State 62-63 G.L. Reflection Tool: Genocide 64 G.L. Reflection Tool: Holocaust 65 G.L. Reflection Tool: The Welfare State 66 14 15 3. Citizenship in Action 67 How do topics in History stimulate our thinking about active citizenship and participation and how might we relate this to our own role in society?
GLOBAL LEARNING: THE BIG IDEAS 1. Development Processes including Sustainable Development 1. How might this help us to explore development processes, or help us develop our understanding of development processes? 1. Development Processes inc. Sustainable Development 5. Political Power Democracy and Human Rights GLOBAL LEARNING: THE BIG IDEAS 2. Social Justice, Inequality and Changing Power Relationships 6. Peace and Conflict Resolution 3. Understanding Interdependence 7. Fostering Values and Attitudes 4. Diversity and Intercultural Understanding 8. Active Citizenship and Participation 2. Social Justice, Inequality and Changing Power Relationships 3. Understanding Interdependence 4. Diversity & Intercultural Understanding 5. Political Power Democracy and Human Rights 6. Peace and Conflict Resolution 2. What does this tell us about social justice, inequality and power relationships? 3. How does this contribute to our understanding of interdependence? 4. Does this help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? 5. Can this help us develop our understanding of human rights, citizenship and democracy? 6. In what ways are we promoting and developing Global Learning skills eg. critical thinking and conflict resolution? SPIRITUAL DEMOCRACY: GLOBAL LEARNING AND SMSC SP1. Reflect on our own beliefs and our respect for the faiths, feeling and values of others. SP2. Learn about ourselves, others and the world around us. SP3. Use imagination and creativity in our learning. SP4. Reflect on our own experiences. SOCIAL S1. Use our social skills in different contexts and with different people. S2. Contribute positively to different communities and social settings, and cooperate with others in resolving conflicts. S3. Understand and engage with the values of democracy and individual liberties. S4. Show respect and tolerance to those with different faiths and beliefs. MORAL VALUES AND ATTITUDES M1. Recognise the difference between right and wrong and apply this understanding to our own lives. M2. Recognise and respect civil and criminal law. M3. Reflect on the consequences of our behaviours and actions. M4. Investigate moral and ethical issues and offer reasoned views. M5. Appreciate and try to understand the viewpoints of others. CULTURAL C1. Understand how cultural influences can shape a persons heritage. C2. Understand and appreciate the different cultures within school and regional, national and international communities. C3. Understand the role of democratic parliamentary system in shaping our history, values and future. Understand how we can influence decision-making through democratic processes. 7. Fostering Values and Attitudes 7. How are we addressing and fostering values and attitudes? RULE OF LAW: Understand how the law works in Britain and how the rule of law can protect individual citizens and contribute towards their well-being and safety. INDIVIDUAL LIBERTIES: Understand that the freedom of a citizen to choose and hold faiths and beliefs is protected in law. 8. Active Citizenship and Participation 8. What does this tell us about active citizenship and participation and how might we relate this to our own role in society? MUTUAL RESPECT: Understand that different faiths and beliefs (or none) should be accepted and not be the cause of prejudicial or discriminatory behaviour. 16 17 Sustainability; Dignity; Justice; Equality; Freedom; Diversity; Peace
Global Learning engages, challenges and empowers both teachers and students as true Global Citizens, Art and Design Teacher, Roundhay High School Through Global Learning we make connections to a host of different ideas and perspectives that enrich learning, Head of History and Politics, Rodillian Academy 18 19 All materials are also available to download from: www.globalschools.org.uk/history
Global Learning Reflection Questions: Can this module help us to explore development processes, or help us develop our understanding of development processes? What can we understand about social justice, inequality and power relationships through this module of work? How does this topic contribute to our understanding of interdependence? Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? Can this module help us develop our understanding of human rights, citizenship and democracy? Global Learning themes covered: Political Power, Democracy and Human Rights; Global Economy and International Trade; Diversity and Intercultural Relations (from: WCT Framework for Global Learning) A Global Learning approach within a school would need to take account of key elements of knowledge, skills and values. It would need to offer a process of learning that opens up minds to a broader global vision, to deepen knowledge and understanding, encourage critical thinking and reflection, and encourage dialogue around a values base of social justice and challenge to inequality. (Global Learning Programme, England, 2015) Global Learning The Big Ideas - Dynasties - Did Dynasties fulfil their destinies?: The word dynasty derives via Latin dynastia from Greek dynastèia (δυναστεία), where it referred to power, dominion, and rule itself. A dynasty is when one family rules a country or region over a long period of time. Dynastic rule was possible because of the support of powerful elites and was often justified as given by a deity. Dynastic rule could have benefits in terms of stability and peace, both of which are necessary for economic prosperity. Dynastic rule was possible because of the support of powerful elites. Dynastic rule could have benefits in terms of stability and peace. Peace and stability are necessary for economic prosperity. Dynastic rule is one way of governing society, where an elite governs. Dynastic power was often justified as authorised by a deity e.g. The idea of the Mandate of Heaven existed in societies as far apart as Peru, England and China. Dynastic rule is still a feature of politics in some countries. In the US, Britain and North Korea powerful families are able to influence politics from generation to generation. In China, while the ruler was mandated by heaven, government administration was based on a Meritocratic system. The British East India company took the system from China and introduced it to Europe and America. The Mandate of Heaven: the idea that heaven granted emperors the right to rule based on their ability to govern well and fairly. The idea of the Divine Right of Kings evolved in Europe during the Middle Ages. The theory claimed that kings were answerable only to God and it was therefore sinful for their subjects to resist them. Student Learning outcomes: DESCRIBING DYNASTIES. ExPLAINING THE IMPORTANCE OF DYNASTIES. COMPARING INTERPRETATIONS OF DYNASTIES. COMPARING SIMILARITIES AND DIFFERENCES. EVALUATING SOURCES IN ORDER TO FORM CONCLUSIONS. JUSTIFYING OPINIONS ABOUT DYNASTIES. The elliptical Reflection Tool sheet at the end of this section can be used as an Assessment/Reflection Tool for the students to check their understanding of Global Learning Big Ideas in History. 20 21
Scheme of Learning A significant society or issue in World History Lessons Learning Outcomes: Activities Global Learning Opportunities 1-2 3-4 1. Describe aspects of Egyptian life and culture. 2. Describe and explain the importance of the Egyptians. 3. Describe and compare different interpretations of the Ming Dynasty. Starter, 3,2,1 Carousel activity: stick pictures to sugar paper and place one per desk, groups to move around the desks to add their ideas to the pictures. Starter: We go together, students look at the two pictures and explore possible interpretations. Students look at the source; work in pairs to make inferences. Students to then attempt the describe questions, sentence starters to help scaffold answers. Students to mark their work using the mark scheme on the PowerPoint. Student assessment - use the sentence starters to help frame. Mapping from memory starter, give the students 10 seconds to looks at the map. Repeat as necessary. Make a note of the dates of the Empire. Copy the key words into books. Watch the video clip and answer the question. Take class feedback and evaluate answers. Look at the picture source and answer the question. Look at the 3 sources and students try to work out the interpretations. Watch the video clip from start to 3 mins 25 seconds. Class discussion: What was the Ming Dynasty famous for? Students to design their own Ming vase. Students to then complete the 7 mark question using sentence starters. Students to peer assess their work using the mark scheme. 1. How might this help us to explore development processes, or help us develop our understanding of development processes? 2. What does this tell us about social justice, inequality and power relationships? 3. How does this contribute to our understanding of interdependence? SPIRITUAL SP1. Reflect on our own beliefs and our respect for the faiths, feelings and values of others. MORAL Students are asked to consider how the dynasties have changed the world and affected the world we live in today. As a result they consider the way in which dynasties have had an impact on development in terms of economic, social, political and religious issues. Look at the nature of interdependence and consider this in the context of Human Rights and the consequences of not having them or having them has had an impact on the legacy of dynasties. The study explores social interdependence as the dynasties were so successful due to the collaboration of all members of society. Conversely, the fact that not all of this collaboration was done freely is also considered. Considering SMSC Key learning M4. Investigate moral and ethical issues and offer reasoned views. SOCIAL S3. Understand and engage with the values of democracy and individual liberties. Considering Values and Attitudes CULTURAL C3. Understand the role of a democratic parliamentary system in shaping our history, values and future. 5-6 7-8 4. Understand what life was like for the Russian Tsars. 5. Solve the mystery of Anastasia. 6. Demonstrate knowledge of Dynasties through timed assessment. 7. Understand more about the Japanese Dynasties. Look at the pictures and discuss and ask what are we are learning about today? Create a family tree, students to organise with the card sort and then make a copy in their books. Watch the video clip and discuss why the Russian people were unhappy with the Romanov royal family? Read out the slide: What happened to the Romanovs? Hand out the source sheet, ask students to consider the sources and answer the question. There are sentence starters to help frame answers. Students to complete the 5 mark question. Peer and self-assess. Students to complete the 7 mark assessment. Peer and self-assess. Please follow the teacher guidelines to help frame the assessment. Students to write down what they know about Japan. Students to watch the slide show and write down adjectives to describe what they see. Students to then work as a group and consider what they can 22 remember about Japan. 23 Students to then complete the activity justifying their book choice. DEMOCRACY: RULE OF LAW: Understand how we can influence decision making through democratic processes. Understand how the law works in Britain and how the rule of law can protect individual citizens and contribute towards their well-being and safety. Global Learning supports students to develop subject specific skills, including critical thinking and the ability to engage with different perspectives presented through the topics. They are encouraged to think about their own values when looking at key global issues, considering issues such as fairness, human rights, tolerance, conflict resolution. These approaches and methodologies permeate all topics. 6. Peace and Conflict Resolution 7. Fostering Values and Attitudes 8. Active Citizenship and Participation
25
MEDIEVAL BRITAIN Global Learning Reflection Questions: Can this module help us to explore development processes, or help us develop our understanding of development processes? What can we understand about social justice, inequality and power relationships through this module of work? How does this topic contribute to our understanding of interdependence? Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? Can this module help us develop our understanding of human rights, citizenship and democracy? Global Learning themes covered: The Church was the King s moral compass during William s reign. Is this true in today s society? Who holds modern governments to task? Magna Carta and the emergence of Parliament (also see separate Magna Carta Big Ideas sheet). Is the Magna Carta an example of a government and people taking action to address injustice? What pivotal changes happened as a result of the Magna Carta and how does this help us understand democratic processes and their value. Student Learning outcomes: Political Power, Democracy and Human Rights (from: WCT Framework for Global Learning) A Global Learning approach within a school would need to take account of key elements of knowledge, skills and values. It would need to offer a process of learning that opens up minds to a broader global vision, to deepen knowledge and understanding, encourage critical thinking and reflection, and encourage dialogue around a values base of social justice and challenge to inequality. (Global Learning Programme, England, 2015) Global Learning The Big Ideas - Medieval Britain: The Norman Conquest was about a clash of two very different cultures- the Anglo Saxons and the Normans. An exploration of this clash demonstrates different historic identities in the UK. The Norman Conquest changed the culture of Britain and had a significant impact on the people. From 1066 England was ruled by a foreign dynasty which influenced how the UK developed, economically and socially. How William achieved and maintained control is an important area of study, giving indications of the seeds of modern society. The new Feudal System was hierarchical and oppressive the divide between rich and poor, and the differences between the lives of those at the top compared to the lives of those at the bottom, got bigger. William wanted to be seen as being a just king, but was he? Did he practise what he preached in terms of justice? How do governments today score in terms of practising what they preach in terms of justice? What can we learn from the Medieval era to help us develop our understanding of justice and what it means in today s society. TO UNDERSTAND THE CULTURE CLASH BETWEEN THE SAxONS AND THE NORMANS DEMONSTRATES (TO A CERTAIN ExTENT) THE DIFFERENT HISTORIC IDENTITIES IN THE UK. TO KNOW THE NORMANS CONTROLLED ENGLAND USING A VARIETY OF METHODS. TO UNDERSTAND THERE WERE SIGNIFICANT CHANGES IN EVERYDAY LIFE IN ENGLAND BUT NOT EVERYTHING CHANGED. TO UNDERSTAND THAT MEDIEVAL ENGLAND WAS AN ADVANCED SOCIETY. TO KNOW THAT THE MAGNA CARTA WAS SIGNIFICANT IN TERMS OF HUMAN RIGHTS AND A MILESTONE IN THE DECLINE OF THE POWER OF THE MONARCHY AND THE INCREASE IN THE AGENCY OF THE PEOPLE. The elliptical Reflection Tool sheet at the end of this section can be used as an Assessment/Reflection Tool for the students to check their understanding of Global Learning Big Ideas in History. 26 27
MAGNA CARTA Global Learning Reflection Questions: Can this module help us to explore development processes, or help us develop our understanding of development processes? What can we understand about social justice, inequality and power relationships through this module of work? How does this topic contribute to our understanding of interdependence? Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? Can this module help us develop our understanding of human rights, citizenship and democracy? Global Learning The Big Ideas - Magna Carta: The Magna Carta contributed to the development of modern democracy one of the most important legal documents in the history of modern democracy HR.com The Magna Carta, the Petition of Rights, and the Bill of Rights are documents which are held in veneration by democrats throughout the world, N. Mandela. The Magna Carta enshrined the right of free men to justice and a fair trial. The significance of the Magna Carta in terms of the development of civil liberties, e.g. against the arbitrary use of power by the state against the individual. The significance of the introduction of the Magna Carta in the reign of King John and its re-issue in the first parliament under Henry III in the context of the development of Human Rights. The significance of the Magna Carta in terms of Human Rights - assuring freedoms through the rule of law. The Magna Carta can be seen as a milestone in the decline of the power of the monarchy and the increase in the agency of the people. It is an example of a government and people taking action to address injustice. The Magna Carta has been used as a reference point by many progressive movements such as the Chartists in England and the ANC in South Africa. Student Learning outcomes: STUDENTS WILL KNOW AND UNDERSTAND THE REASONS WHY KING JOHN WAS FORCED TO SIGN THE 64-POINT DOCUMENT. STUDENTS WILL UNDERSTAND THE IMPORTANCE OF THE 39th POINT WHICH OUTLINED THE FIRST BASIC RIGHT i.e. No freeman shall be arrested, imprisoned, or have his property taken away, or be outlawed, or exiled, or in any way ruined, except by lawful judgement or by the law of the land. STUDENTS WILL HAVE AN UNDERSTANDING OF CITIzENSHIP IN AN HISTORICAL CONTExT AS PART OF THE GLOBAL DIMENSION IN THE CURRICULUM. STUDENTS HAVE AN UNDERSTANDING OF HUMAN RIGHTS AGAINST AN HISTORICAL BACKGROUND AS PART OF THE GLOBAL DIMENSION IN THE CURRICULUM AND THE SIGNIFICANCE OF THE MAGNA CARTA IN TERMS OF HUMAN RIGHTS, ASSURING FREEDOMS THROUGH THE RULE OF LAW. The elliptical Reflection Tool sheet at the end of this section can be used as an Assessment/Reflection Tool for the students to check their understanding of Global Learning Big Ideas in History. 28 29 All materials are also available to download from: www.globalschools.org.uk/history
Scheme of Learning Medieval Britain 1066-1509 Lessons Learning Outcomes: Activities Global Learning Opportunities 1-2 1. Understand the effect of bias in reporting the Battle of Hastings. Guess who: Read the sentences and attribute them to the correct character. In pairs: read the events of the battle and put them in the right order. 4. Does this help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? The Norman Conquest is about a clash of two very different culturesthe Anglo Saxon and the Normans. An exploration of this clash demonstrates different historic identities in the UK. Give me 5: Five multiple choice questions based on the battle. Define the word bias in 25 words this could be followed by looking at the way the battle is presented through different sources. Use the depiction of the battle presented on the tapestry to infer what happened in the battle. Write a biased account of the battle from the perspective of a Saxon soldier or a Norman Knight. 321: Quick fire questions to check understanding. 2. What does this tell us about social justice, inequality and power relationships? 5. Can this help us develop our understanding of human rights, citizenship and democracy? Reflection on what is meant by social justice, consideration of the relationship between a more just world and a personal values base of empathy and passion. Consider the distribution of wealth in modern society with particular reference to housing issues. Knowledge and understanding of the Magna Carta contributes significantly to our understanding of social justice and human rights. The importance of the 39th point which outlined the first basic right i.e. No freeman shall be arrested, imprisoned, or have his property taken away, or be outlawed, or exiled, or in any way ruined, except by lawful judgement or by the law of the land. And in this context, having an understanding of human rights against an historical background and the people taking action against injustice. 3-4 2. Understand what the Feudal System was and the way it affected society. 3. Consider how William controlled England. 4. Consider how other countries are governed eg. China Create a diagram that represents the hierarchy within a school. Discuss how people gain and keep control? List the ways that William used to keep control. Can students think of any modern day examples? How is society kept in check today? Is this the same in other countries? What s the same, what s different? Is it just about the rule of law? How does the housing market work in Britain today? Are there any similarities with the feudal system? SPIRITUAL SP4. Reflect on our own experiences. MORAL Considering SMSC Key learning M2. Recognise and respect civil and criminal law. SOCIAL S3. Understand and engage with the values of democracy and individual liberties. Considering Values and Attitudes CULTURAL C3. Understand the role of a democratic parliamentary system in shaping our history, values and future. Create a feudal system mobile. Discuss the distribution of wealth in modern day society. RULE OF LAW: Understand how the law works in Britain and how the rule of law can protect individual citizens and contribute towards their well-being and safety. Guess who: Read the statement and guess who might have said it. Global Learning supports students to develop subject specific skills, including critical thinking and the ability to engage with different perspectives presented through the topics. They are encouraged to think about their own values when looking at key global issues, considering issues such as fairness, human rights, tolerance, conflict resolution. These approaches and methodologies permeate all topics. 5-6 5. Understand the complexities of creating a rule of law with reference to the Magna Carta. If I ruled the world. Discuss the 5 big questions about power and decision making. Explain and discuss the idea of making objective or subjective decisions. Explain and discuss source 1 and 2 and discuss how the Magna Carta has helped shape modern society. Consider how and which other countries may have been influenced by the principles of the Magna Carta 6. Peace and Conflict Resolution 7. Fostering Values and Attitudes 30 31 8. Active Citizenship and Participation Students to answer questions one to five.
Global Learning helps us deliver outstanding S.M.S.C. provision in our school, Assistant Headteacher, Prince Henry s Grammar School Global Learning inspires a zest for learning and develops critical thinking skills, English Teacher, Belle Vue Boys School 34 35 All materials are also available to download from: www.globalschools.org.uk/history
Global Learning Reflection Questions: Can this module help us to explore development processes, or help us develop our understanding of development processes? What can we understand about social justice, inequality and power relationships through this module of work? How does this topic contribute to our understanding of interdependence? Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? Can this module help us develop our understanding of human rights, citizenship and democracy? Global Learning themes covered: Political Power, Democracy and Human Rights; Global Economy and International Trade; Diversity and Intercultural Relations; Health and Well-being (from: WCT Framework for Global Learning) The need to learn to read and write became critical for a new economy. Science was embraced as a means of understanding the world and scientists developed new views about the universe. Whilst the Renaissance Period brought huge positive benefits to Europe, it had a largely negative impact on the wider world. The growth of imperialism resulted in the Spanish and Portuguese founding large empires in the Americas. Native Americans were subdued, repressed, murdered and decimated by disease and their civilizations destroyed. To make explorations profitable, Spain and Portugal began bringing slaves to America and established the plantation system. Religion became more diverse. Complaints about the corruption in the Church led to the Reformation. The Catholic and Protestant churches battled for power, resulting in the Thirty Years War. Protestantism spread across Europe and broke into many sects. Islam also divided into different sects. Student Learning outcomes: A Global Learning approach within a school would need to take account of key elements of knowledge, skills and values. It would need to offer a process of learning that opens up minds to a broader global vision, to deepen knowledge and understanding, encourage critical thinking and reflection, and encourage dialogue around a values base of social justice and challenge to inequality. (Global Learning Programme, England, 2015) Global Learning The Big Ideas - Renaissance and Reformation in Europe: Trade became the key to prosperity, status and power. Expansion and exploration of the New World was the start of a profitable commerce in trade. The spice trade with China, India and Japan was critical to the growing economy. Competition grew fierce and a commercial revolution resulted. Entrepreneurs and capitalists played key roles in the commercial revolution. New technologies made it possible for ocean explorations to the New World. This was the age of Absolute Monarchy. The empires of the Old World grew big and rich, reaping harvests from their exploitation of New World resources and the monarchs ruled with absolute power over their subjects. The Renaissance brought vast changes in culture and ways of life in Europe. 36 Advances were made in medicine and the study of anatomy. All these changes had a 37 huge impact on the quality of life. TO UNDERSTAND WHY THE RENAISSANCE WAS AN IMPORTANT PERIOD IN HISTORY. TO JUDGE WHICH CHANGE WAS MOST IMPORTANT. TO CONSIDER THE SIGNIFICANCE OF RENAISSANCE ART. TO UNDERSTAND THE IMPACT OF THE RENAISSANCE IN THE CONTExT OF THE WIDER WORLD. TO UNDERSTAND HOW IT HAS IMPACTED ON OUR LIVES TODAY. TO CONSIDER THE IMPACT OF THE RENAISSANCE ON LANGUAGE AND LITERATURE. TO COMPARE THE IMPACT OF THE RENAISSANCE WITH HOW THE CREATION OF THE PC AND INTERNET CHANGED OUR LIVES. TO KNOW WHO ARE THE KEY INVENTORS OF THE WORLD TODAY. The elliptical Reflection Tool sheet at the end of this section can be used as an Assessment/Reflection Tool for the students to check their understanding of Global Learning Big Ideas in History.
Scheme of Learning State and Society 1509-1745 Lessons Learning Outcomes: Activities Global Learning Opportunities 1-2 1. To understand why the Renaissance was an important period in history. Slide 1: Watch the video as an introduction to the Renaissance. Ask students to make notes on anything that they are learning or find interesting. Work through slides 3 and 4. Students should have a clear understanding of the difference between primary and secondary sources. 3. How does this contribute to our understanding of interdependence? Trade became the key to prosperity, status and power. Expansion and exploration of the New World was the start of a profitable commerce in trade. Competition grew fierce and a commercial revolution resulted. Voyages were undertaken to conquer new territories The spice trade with China, India and Japan was critical to the growing economy. Entrepreneurs and capitalists played key roles in the commercial revolution. Mercantilism rose and the commercial revolution brought about major change in the quality of European life. Read through the worksheet An introduction to the Renaissance Display slide 6, ask students to complete the tasks on the board. This is a literacy exercise so standards of literacy and presentation must be stressed. Complete spider diagram on the aspects of the Renaissance Stick diagram in books and write a sentence underneath each flag to explain why the change was important. 2. What does this tell us about social justice, inequality and power relationships? North America was divided up, apportioned among Old World Empires. English settlers arrived in North America and began to build colonies. The Spanish and Portuguese founded large empires in the Americas. Native Americans were subdued, repressed, murdered and decimated by disease and their civilizations destroyed. To make explorations profitable, Spain and Portugal began bringing slaves to America and established the plantation system. The empires of the Old World grew big and rich, reaping harvests from their exploitation of New World resources. Monarchs ruled with absolute power over their subjects. Nations increased their power and solidified their nationhood. Religious passions led to holy wars. The Ottoman Empire became powerful in Eastern Europe. Russia rose as a new power. These activities help students to consider the developmental processes within the world as Italy led the world to renaissance thinking and this cultural change proved pivotal in the creative arts, medicine, science and academia and therefore has had a huge impact on the modern world. New technologies made it possible for ocean explorations to the New World. Explorations of the world were led by the Portuguese and Spanish, to open new trade routes. SPIRITUAL SP1. Reflect on our own beliefs and our respect for the faiths, feelings and values of others. MORAL Considering SMSC Key learning M4. Investigate moral and ethical issues and offer reasoned views. SOCIAL S3. Understand and engage with the values of democracy and individual liberties. CULTURAL C3. Understand the role of a democratic parliamentary system in shaping our history, values and future. 3-4 2. To be able to recall and evaluate the changes that came about during the Renaissance. Observe the two drawings and explain which one you think is better and why. Draw the noses in the pictures which one is more difficult to draw? Considering Values and Attitudes DEMOCRACY: Understand how we can influence decision making through democratic processes. RULE OF LAW: Understand how the law works in Britain and how the rule of law can protect individual citizens and contribute towards their well-being and safety. List and discuss other significant changes that took place during the Renaissance. Read through the definitions for each category and then find the TWO pictures that apply to the definition. You need to find the picture that represents before the Renaissance and after the Renaissance. Global Learning supports students to develop subject specific skills, including critical thinking and the ability to engage with different perspectives presented through the topics. They are encouraged to think about their own values when looking at key global issues, considering issues such as fairness, human rights, tolerance, conflict resolution. These approaches and methodologies permeate all topics. 6. Peace and Conflict Resolution 7. Fostering Values and Attitudes 38 39 8. Active Citizenship and Participation
41
THE TRANS-ATLANTIC ENSLAVEMENT TRADE AND EMPIRE Global Learning Reflection Questions: Can this module help us to explore development processes, or help us develop our understanding of development processes? What can we understand about social justice, inequality and power relationships through this module of work? How does this topic contribute to our understanding of interdependence? Does this module help us to explore intercultural understanding, challenge stereotypes and promote multiple perspectives? Can this module help us develop our understanding of human rights, citizenship and democracy? Global Learning themes covered: Political Power, Democracy and Human Rights; Global Economy and International Trade; Diversity and Intercultural Relations; Poverty; Consumption and Production (from: WCT Framework for Global Learning) A Global Learning approach within a school would need to take account of key elements of knowledge, skills and values. It would need to offer a process of learning that opens up minds to a broader global vision, to deepen knowledge and understanding, encourage critical thinking and reflection, and encourage dialogue around a values base of social justice and challenge to inequality. (Global Learning Programme, England, 2015) Global Learning The Big Ideas - Britain s Trans-atlantic Enslavement Trade: The legacy and effects of the TAET are here today in Africa, Europe and the Americas. Slavery did not end with the abolition of the trade. Although illegal, slavery is widespread in the world today including in Europe. The concept of race that we re using today is really a legacy of the slave trade. Radio 4, Start the Week, 9/11/15. Student Learning outcomes: STUDENTS HAVE AN AWARENESS OF THE RICHNESS AND ACHIEVEMENTS OF WEST AFRICAN CIVILISATIONS. STUDENTS CAN ExPLAIN THE TAET WAS A NEW FORM OF SLAVERY AND AN IMPORTANT ECONOMIC PROCESS AND KNOW THAT IT DEPOPULATED AFRICA, WHICH IN TURN SLOWED ITS DEVELOPMENT WHILE IT ENRICHED EUROPE. STUDENTS HAVE AN AWARENESS OF HOW THE ENSLAVED PEOPLE RESISTED AND CAN GIVE ExAMPLES OF THEIR SUCCESSES. STUDENTS CAN ExPLAIN THE LEGACY OF THE TAET IN AFRICA, EUROPE AND THE AMERICAS FOR THE CURRENT DAY. STUDENTS DEMONSTRATE UNDERSTANDING OF HOW SLAVERY WAS JUSTIFIED ON BOTH MORAL AND PRAGMATIC GROUNDS AND THAT THIS WAS CHALLENGED BY ACTIVISTS AT THE TIME. STUDENTS CAN ExPLAIN HOW AND WHY ATTITUDES HAVE CHANGED. STUDENTS ARE AWARE OF THE SCALE OF MODERN SLAVERY AND CAN IDENTIFY A CONTEMPORARY INJUSTICE AND ExPLAIN HOW IT IS JUSTIFIED. The Transatlantic African Enslavement Trade (TAET) was a new form of slavery and an important economic process. The Slave trade depopulated Africa and slowed its development. It is important to see it in the context of the achievements of West African societies and the complexity of their political and administrative structures. Views of Africa today are affected by perceptions of the slave trade. Slavery was justified on both moral and pragmatic grounds. There was a spectrum of different attitudes to slavery during the era of the TAET. The Slave Trade enriched Europe and contributed to the Industrial Revolution. It was a commercial scale economic enslavement operation in which millions of people were uprooted. 42 43 Resistance of slaves helped bring about its abolition. The elliptical Reflection Tool sheet at the end of this section can be used as an Assessment/Reflection Tool for the students to check their understanding of Global Learning Big Ideas in History.
EMPIRE Global Learning The Big Ideas - Empires: An empire is where one person/or group rules several other states. The first Empires were created around 4300 years ago. Around 165 Empires have existed in human history across the world. The idea of an empire has often been seen as something positive by the dominant state, but as negative or oppressive by those who have been conquered. Empires have been established by a range of means: military force, persuasion, provision of security, food supply and infrastructure eg. roads. Empires have usually been established mostly through military power but have endured because they provided benefits. Imperial rulers have often tried to justify their conquests eg. that they have a mission to civilize, educate and bring order to the world. Empires might provide benefits for their inhabitants (such as stability, peace, and food security) but also costs (eg. lack of control, alien laws and administration, taxes, prejudice). Empires have left deep negative and some positive legacies. Positive legacies of empires have included linguistic and cultural links, a sense of the interdependence of communities. Negative legacies include distrust, memory of injustices, such as the massacres of the conquered peoples. Today the term Empire is sometimes used as a criticism. Economic power is sometimes seen as imperialist, eg. the American Empire. Britain and other colonial powers created new artificial countries which included many different cultural groups. As with other empires the British Empire created problems and benefits. The British Empire was dismantled in the 1960s, but it has continued to try and extend its influence over its former colonies. This is called neo-colonialism. The political domination during the colonial era continues to impact the lives of many people in the world today, informing how people in the rich North view those in the poorer South. Colonisation has increased consciousness of the inter-dependence of the world community. In some sense, humanity may be evolving to a stage when exploitation of others and promotion of self-interest is yielding to a new understanding of what it means to be human. From 1815, Britain became the world s only superpower for more than a century and made its empire even larger. The elliptical Reflection Tool sheet at the end of this section can be used as an Assessment/Reflection Tool for the students to check their understanding of Global Learning Big Ideas in History. Global Learning The Big Ideas - The British Empire: The British Empire began as an extension of its trading interests and the need for raw materials, as well as for markets to sell its manufactured goods. From 1815, Britain became the world s only superpower for more than a century and made its empire even larger. By 1922, more than 458 million people lived in the British Empire. The British Empire was one among other European and non-european colonial empires. Colonialism was often justified by the (ethnocentric) belief that British morals and values were superior to those of the colonised. 44 45 These attitudes led the people who ruled the empire to do things which still have a consequence today eg. Amritsar Massacre. All materials are also available to download from: www.globalschools.org.uk/history
Scheme of Learning Ideas, Political Power, Industry and Empire 1745-1 Transatlantic Enslavement Trade Global Learning Opportunities Lessons 1-2 Learning Outcomes: 1. To have an understanding of what life was like in West Africa in the 17th Century. Activities Discuss what the pictures provided might tell us about life in West Africa in the 17th Century. Imagine you have visited West Africa on a trading ship in the Seventeenth Century. Looking at the information that you have on life in West Africa, fill in the table on the worksheet West Africa North and South. You will need to find differences between the North and South and also aspects of life that are the same. Imagine you are a European who has visited West Africa on a trading ship in the Seventeenth Century. After you have spoken to one of the local people, write a letter home (to a friend, parents or relative) explaining what life is like in West Africa 1. How might this help us to explore development processes, or help us develop our understanding of development processes? 2. What does this tell us about social justice, inequality and power relationships? 5. Can this help us develop our understanding of human rights, citizenship and democracy? The Transatlantic African Enslavement Trade (TAET) was a new form of slavery and an important economic process. The Slave trade depopulated Africa and slowed its development. Slavery did not end with the abolition of the trade. Although illegal, slavery is widespread in the world today including in Europe. The Slave Trade enriched Europe and contributed to the Industrial Revolution. Resistance of slaves helped bring about its abolition. The legacy of the TAET is here today in Africa, Europe and the Americas Slavery was justified on both moral and pragmatic grounds. Understanding there was a spectrum of different attitudes to slavery during the era of the TAET. The TAET was a commercial scale economic enslavement operation in which millions of people were uprooted. The effects of the TAET are still playing out today. Considering SMSC Key learning 3-4 2. To investigate slavery using the sources. 3. To evaluate the interpretations of slavery and describe different interpretations. Reflect on previous learning and describe what life was life for Africans before slavery. Describe and reflect upon the triangular trade and some of the key elements of slavery. Explain and describe the interpretation of slavery as presented in source 1. SPIRITUAL SP1. Reflect on our own beliefs and our respect for the faiths, feelings and values of others. MORAL M3. Reflect on the consequences of our behaviours and actions. SOCIAL S3. Understand and engage with the values of democracy and individual liberties. Considering Values and Attitudes CULTURAL C1. Understand how cultural influences can shape a person s heritage. Use source 2 to help you write a diary entry from the viewpoint of a slave. Explain and describe the interpretation of slavery as presented in source 3. How is this different from that presented in the other sources? INDIVIDUAL LIBERTIES: MUTUAL RESPECT: Understand that the freedom of a citizen to choose and hold faiths and beliefs is protected in law. Understand that different faiths and beliefs (or none) should be accepted and not be the cause of prejudicial or discriminatory behaviour. Global Learning supports students to develop subject specific skills, including critical thinking and the ability to engage with different perspectives presented through the topics. They are encouraged to think about their own values when looking at key global issues, considering issues such as fairness, human rights, tolerance, conflict resolution. These approaches and methodologies permeate all topics. 6. Peace and Conflict Resolution 7. Fostering Values and Attitudes 46 47 8. Active Citizenship and Participation
Scheme of Learning Ideas, Political Power, Industry and Empire 1745-1901 Empires Global Learning Opportunities Lessons 1-2 Learning Outcomes: 1. Students to be able to explain the long term impact of Empires. Activities Describe what the pictures have in common and explain why. Watch the clip and make a note of the Empires you see. 1. How might this help us to explore development processes, or help us develop our understanding of development processes? 1497 1783: The first British Empire - The first English colonies were formed in North America. The settlers set up sugar and tobacco plantations, and used slave labour. Copy out the definitions of the key words. Team Challenge Research an Empire and complete a presentation 3. How does this contribute to our 1497 1783: The first British Empire - English seamen sailed and traded understanding of interdependence? all over the world, West Indies and Canada; After 1612, the East India Company began to build up a small empire of trading posts in India. 3-4 2. The ability to explain how Britain came to rule over countries across the world. 3. Explain how Britain tried to civilise colonies while treating people unfairly. Starter: What have these bank notes / flags got in common? Watch and discuss the video Journey of the British Empire Look at the Map of The Empire in 1919 and answer the questions on the slide. Discuss the role of The British Empire today. Complete the worksheet Empire Recap fill in the blanks Answer the questions on the school day. Discuss the definitions of civilised and ask students if being civilised is important in school / in their communities etc. 2. What does this tell us about social justice, inequality and power relationships? SPIRITUAL SP4. Reflect on our own experiences. MORAL British people thought that they were doing the world a favour by taking the British, government and Christianity to the rest of the world, ending slavery and barbaric traditions, bringing civilisation and an international Pax Britannica, or British peace. Considering SMSC Key learning M2. Recognise and respect civil and criminal law. SOCIAL S3. Understand and engage with the values of democracy and individual liberties. CULTURAL C3. Understand the role of a democratic parliamentary system in shaping our history, values and future. Complete the student worksheet Civilising the Empire. Reflect on progress using the tools in the learning review Considering Values and Attitudes 5-6 3. To be able to understand and discuss the affect The Empire had on Industry. Sources are pinned up around the room. Discuss 1. What they show. 2. Why are you being shown them? 3. What do they tell us about the benefits of the rise of the Empire? 4. What do they tell us about the negative effects of the Empire? Conclude by thinking of a caption for one of the pictures. INDIVIDUAL LIBERTIES: MUTUAL RESPECT: Understand that the freedom of a citizen to choose and hold faiths and beliefs is protected in law. Understand that different faiths and beliefs (or none) should be accepted and not be the cause of prejudicial or discriminatory behaviour. Global Learning supports students to develop subject specific skills, including critical thinking and the ability to engage with different perspectives presented through the topics. They are encouraged to think about their own values when looking at key global issues, considering issues such as fairness, human rights, tolerance, conflict resolution. These approaches and methodologies permeate all topics. 6. Peace and Conflict Resolution 7. Fostering Values and Attitudes 48 49 8. Active Citizenship and Participation
Less than 1million Between 1 and 3 million Between 1 and 3 million Over 5 million 53