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The document titled “British Empire Scheme – 5 Lessons” outlines a structured scheme of learning for a five-lesson unit focused on the key enquiry: “How did the British Empire shape the world?” Designed for the 2025/26 academic year, the scheme integrates historical concepts, critical thinking, and source analysis to help students explore the political, social, economic, and military impacts of the British Empire.

Lesson 1 introduces students to the British Empire, its global reach, and the concept of historical significance using the B.I.G. criteria (Breakthrough, Impact, Groundbreaking). Activities include map inference tasks, a “Higher or Lower” game comparing imperial statistics, and categorising case studies by impact type. The lesson concludes with an analysis of a quote by Shashi Tharoor, encouraging students to reflect on the Empire’s legacy.

Lesson 2 focuses on the social changes brought by British rule in various colonies. Students examine both short-term and long-term social impacts through image analysis and case studies (e.g., Australia, the Caribbean, Nigeria, and the Windrush generation). They engage in sorting tasks and write PEEL paragraphs to evaluate the significance of these changes.

Lesson 3 explores the political influence of the British Empire, including the development of political systems, resistance movements, and the legacy of the Commonwealth. Students analyze images, study case examples (such as Sudan, Malaya, and South Africa), and complete an exit quiz. Higher-ability students are challenged to compare political impacts across different regions.

Lesson 4 examines the economic and military strategies of the Empire, asking students to evaluate whether trade or war had a more significant global impact. Through image analysis, debates, case study carousels, and Venn diagrams, students assess the consequences of imperial trade routes and conflicts. They conclude with a PEEL paragraph justifying their views.

Lesson 5 serves as a consolidation activity, where students apply their learning to curate a fictional museum exhibition. They analyze ten historical sources, categorise them by short- or long-term significance, and select six to include in their exhibition. The final task involves writing a justification to the government using the PEEL structure, explaining their source choices and demonstrating their understanding of the Empire’s legacy.

Throughout the scheme, differentiated support and challenge tasks are provided to cater to a range of abilities, ensuring accessibility and depth. The unit culminates in a meaningful project that encourages students to think critically about history and its lasting impact on the modern world.