Introduction to Empires

Overview

Students are introduced to the concept of empires as the first lesson in the unit "Empires and Cultural Exchange." Through discussion, visual stimuli, and collaborative activity, learners begin to explore what makes an empire and why empires matter historically.

Learning intentions

• Students will understand what an empire is and identify its key characteristics.
• Students will make connections between the concept of power and how empires were formed and maintained.
• Students will begin to explore how empires influenced the people and places within them.
• Students will develop their vocabulary around historical and social concepts.

Success criteria

• I can explain what an empire is in my own words.
• I can identify at least two characteristics of an empire.
• I can name one example of a historical empire.
• I can share my ideas with a partner or group using relevant vocabulary.

Curriculum links

• IB PYP Transdisciplinary Theme: How We Organise Ourselves — exploration of how human systems and communities function.
• IB PYP Key Concept: Form — understanding the characteristics and features that define what an empire is.
• IB PYP Key Concept: Causation — beginning to consider why empires formed and what drove their growth.
• IB PYP Approaches to Learning: Thinking skills and communication skills, applied through discussion and collaborative tasks.

Lesson structure (60 minutes)

0–5 min | Hook and prior knowledge activation Display a large world map at the front of the classroom. Ask students: "Have you ever heard the word 'empire'? Where have you come across it?" Take a few responses and write key words on the board. This activates curiosity and surfaces existing knowledge without judgement.

5–15 min | Teacher-led introduction Using simple, age-appropriate slides or a display board, introduce the concept of an empire. Explain that an empire is a large group of countries or peoples controlled by one ruler or government. Show images of the Roman Empire, the British Empire, and the Mongol Empire — keeping explanations brief and visual. Introduce three key characteristics: large territory, a single ruler or ruling group, and control over different peoples and cultures. Pause for quick whole-class questioning: "What do you notice about these empires? What do they have in common?"

15–25 min | Vocabulary building Introduce five key words on the board: empire, territory, ruler, conquest, and culture. Read each word aloud together. Provide students with a printed vocabulary card and ask them to draw a small picture or write one sentence to show what each word means. Circulate and support as needed. This embeds language in a meaningful, active way.

25–40 min | Collaborative group activity Organise students into groups of four. Give each group an "Empire Characteristics" sorting card set — a collection of simple picture and word cards showing features such as "one ruler," "many different peoples," "large land area," "shared laws," and "trade routes." Groups sort the cards into two columns: "Empire Feature" or "Not an Empire Feature." Groups then share their choices with the class, prompting brief discussion about any disagreements. This encourages inquiry and peer learning.

40–50 min | Reflection and class discussion Bring students back together. Ask: "So, in your own words — what is an empire?" Take several responses and co-construct a simple class definition on the board, which students copy into their inquiry journals. Briefly introduce the unit question: "How do empires shape the world?" and ask students to think about what they are curious to find out. Record student wonderings on a class "Wonder Wall" display.

50–60 min | Consolidation and exit task Students complete a simple exit slip (half an A4 sheet). They write or draw one thing they learned about empires today and one question they still have. Collect slips to inform planning for lesson two. Close with a brief preview: "Next lesson, we'll look at one empire in detail and begin to explore how it changed the people it touched."

Resources

• Large world map (printed or projected)
• Display slides or board showing images of three historical empires
• Printed vocabulary cards (one per student)
• Empire Characteristics sorting card sets (one set per group of four)
• Inquiry journals or exercise books
• Class "Wonder Wall" display space
• Exit slip sheets (half A4, pre-printed or hand-drawn)
• Whiteboard and markers
• Blu-tack or display pins for the Wonder Wall

Assessment

• Exit slips are collected and reviewed to assess initial understanding and identify misconceptions to address in lesson two.
• Teacher observation during the sorting activity provides formative evidence of whether students can identify and discuss characteristics of empires.
• Student vocabulary cards are checked for basic understanding of key terms and used as a baseline record for the unit.

Differentiation

• Support: Provide sentence starters on vocabulary cards ("An empire is… / A ruler is…") and pair lower-confidence students with a supportive partner during the sorting activity. Use picture-heavy sorting cards alongside word cards.
• Extension: Challenge confident learners to write two or three sentences in their inquiry journal comparing two of the empires shown, using the vocabulary introduced.
• EAL learners: Pre-teach the five key vocabulary words using bilingual glossaries or visual dictionaries where available. Ensure sorting cards include clear images alongside words to reduce language barriers.
• SEN: Reduce the number of sorting cards to focus on the three clearest examples. Offer verbal responses in place of written exit slips, recorded by a teaching assistant if available.