Early British Expansion

Curriculum Context

Key Stage 3 History, Year 8
This lesson aligns with the UK National Curriculum, specifically focusing on "ideas, political power, industry and empire: Britain, 1745-1901." The lesson addresses reasons for and methods used in the British Empire's early expansion, encouraging critical thinking while tailoring activities to a wide range of abilities in a small group setting.

Learning Objectives

By the end of the lesson, students will be able to:

1. Explain the key reasons behind the early expansion of the British Empire.
2. Identify the methods Britain used to expand its influence and control.
3. Analyse the impact of these methods and reasons, improving their ability to formulate and articulate opinions.

Lesson Overview (45 minutes)

Resources Needed

• A world map for group activity (projected or printed)
• Printable sources pack with differentiated materials (pre-prepared by the teacher)
• Coloured stickers or counters for an interactive map activity
• A "Reasons and Methods" organiser template
• Large poster paper/whiteboard for group brainstorming
• Pre-written key questions on flashcards
• Accessible laptops/tablets (optional, depending on school resources)

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Lesson Breakdown

1. Starter Activity: Think & Pair (5 minutes)

Goal: Activate prior knowledge and introduce key themes.

1. Display an image of an 18th-century British ship or a map of British-controlled territories circa 1750.
2. Ask students:
   • "What do you think made Britain want to expand its empire?"
   • "What tools or methods might they have needed to expand?"
3. Students pair up to brainstorm 1-2 possible reasons/methods, then share ideas briefly.

Differentiation: Provide sentence starters on the board for students needing support (e.g., "One reason for expansion could be…"). Compare ideas between students of different abilities.

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2. Mini-lecture with Visuals (10 minutes)

Goal: Provide a strong factual foundation.

• Begin with an explanation of key reasons for early expansion (economic motives, prestige, resources, strategic control, and trade routes).
• Emphasise the methods used, including naval power, trade agreements, colonisation, and alliances.
• Use a world map to show specific examples, such as the East India Company in India or trading posts in North America.

Differentiation:

• For advanced learners, include a discussion of how industrial advancements played a role in enabling expansion.
• Provide simpler explanations to other students by relating these concepts to everyday ideas (e.g., compare securing trade routes to buying the best chocolate in the shop before others).

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3. Interactive Map Activity: "Claim it!" (10 minutes)

Goal: Encourage engagement and visual learning.

1. Project or lay out a world map and hand students small stickers or counters (each student chooses a colour).
2. Assign each student a short, simplified case study of a territory (e.g., India, Canada, West Africa). Use differentiated reading materials based on ability:
   • Higher ability: Write about economic benefits, trade impact, and local resistance.
   • Lower ability: Provide simpler summaries explaining basic reasons for controlling the territory.
3. Each student places their sticker on the map and explains why Britain wanted that particular area and how they controlled it.

Differentiation: Allow quieter students to use prepared phrases/cards to assist their presentation if needed. More confident students can be challenged to draw comparisons with other territories.

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4. Group Task: Reasons vs. Methods Table (10 minutes)

Goal: Organise learning and develop analytical skills.

• Break students into pairs or a trio to complete a "Reasons and Methods" table on a worksheet.
  • Reasons: Economic gain, strategic location, spreading influence, etc.
  • Methods: Naval dominance, trading companies, alliances, control of governments.
• Encourage higher-ability students to include examples (e.g., "East India Company controlled trade in spices") while others fill in simplified points.

Differentiation: Provide a model/example for students who need additional guidance.

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5. Class Discussion: Positive or Negative Impact? (10 minutes)

Goal: Develop critical thinking and oral communication.

1. Write the question "Was the early expansion of the British Empire a positive or negative thing? Why?" on the board.
2. Split students into two groups:
   • One group brainstorms reasons for positive impacts (e.g., increased trade and wealth for Britain).
   • The other group brainstorms negative impacts (e.g., displacement of local populations, exploitation of resources).
3. Groups share their ideas in a short informal debate.

Differentiation: Offer sentence starters for students needing support (e.g., "One negative impact was…"). Advanced students can use historical evidence from earlier activities.

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6. Plenary: "One Thing to Remember" Exit Slip (5 minutes)

Goal: Consolidate learning and assess understanding.

• Ask each student to write down one key fact they’ve learned about reasons and one method Britain used for expansion on an "exit slip" (a small piece of paper).
• Encourage students to share orally if comfortable. Collect slips to use for formative assessment.

Differentiation: Have sentence frames available for students who need scaffolding (e.g., "One reason was…", "One method was…").

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Assessment Opportunities

• Formative: Evaluate students’ understanding based on their contributions during the map activity, table completion, and discussion.
• Summative: The "Reasons and Methods" table can be marked as a short in-class assignment to check their grasp of key concepts.

Extensions for Advanced Learners

• Ask students to hypothesise how British expansion might have shaped today's global politics or discuss ethical implications of imperial methods.
• Suggest further research into individual trading companies or territories of personal interest.

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Notes for Teacher Preparation

• Print or prepare differentiated resources ahead of time.
• Familiarise yourself with a few simple case studies (e.g., India, Canada) to act as examples during explanations.
• Adjust pacing if students require more guidance, particularly during discussions.

Reflective Extension for Students

Suggest students consider which empires exist today and how they compare to Britain’s early empire.